Mil* 






STATE OF KANSAS 
DEPARTMENT OF EDUCATION 



SUPPLEMENT 



TO THE 



Course of Study for High Schools 



AND 



Manual for Normal and Industrial 
Training 



1916 



KANSAS STATE PRINTING PLANT. 

W. R. Smith, State Printer. 

TOPEKA. 1916. 

fi-4120 






STATE BOARD OF EDUCATION. 



W. D. Ross, Chairman, 
State Superintendent of Public Instruction, Topeka. 

Frank Strong, 
Chancellor of the University of Kansas, Lawrence. 

H. J. Waters, 
President of the Kansas State Agricultural College, Manhattan. 

Thos. W. Butcher, 
President of the Kansas State Normal School, Emporia. 

Lilian Scott, 
Professor of Pedagogy, Baker University, Baldwin City. 

W. O. Steen, 
Superintendent of City Schools, Beloit. 

H. W. Shideler, 
Superintendent of City Schools, Girard. 



L. D. Whittemore, Secretary, 
Topeka. 



D. of D. 
DEC 14 im 



CONTENTS. 



page 

Introduction 4 

High School Course of Study 5 

Description of Courses 5 

English 5 

Elementary Algebra 8 

Elementary Science 9 

Agriculture 9 

Civics 9 

German 11 

Psychology 12 

Methods and Management 14 

Arithmetic : 19 

Review Subjects: 

Geography 31 

Grammar and Composition 38 

Reading 42 

Observation Work 51 

Normal and Industrial Training: 

Regulations 52 

Normal Training Course 54 

Industrial Training 55 

Textbooks 56 

Reference Books 57 

Practice Teaching 58 

Examination 58 



INTRODUCTION. 



This supplement has been prepared for temporary use during the 
school year 1916-'17 to accompany the general Course of Study for High 
Schools published in 1914, a supply of which is still available. It con- 
tains also the essential portions of the Manual for Normal and Industrial 
Courses published in 1914, which is out of print. During the coming 
year it is proposed to prepare a new and complete edition of the high- 
school course and manual, which will be ready for use in 1917-'18. 

(4) 



HIGH SCHOOL COURSE OF STUDY. 



The High School Course of Study, edition of 1914, should be consulted 
for the amount of work required for graduation from a standard high 
school, the definition of a unit of credit, the general list of high-school 
subjects, the arrangement of typical courses of study with required and 
elective subjects, and suggestions for teaching the various subjects. 

DESCRIPTION OF COURSES. 

The following outlines include all branches in the normal-training 
course in which examinations are required, with the exception of Ameri- 
can History, an outline of which is given in the high-school course of 
1914; and explanatory matter supplementary to the high-school course of 
1914 is given in the subjects of English, Elementary Algebra, Elemen- 
tary Science, Agriculture, Civics, and German. 

ENGLISH. 

Three units required; one unit elective. 
In general the outline and directions contained in the High School 
Course of Study published in 1914 should be observed with such modifica- 
tions as the change in textbooks makes desirable. 

TEXTBOOKS. 

"Elements of Composition for Secondary Schools," Canby and Opdyke; 

Macmillan Company. 
"English Literature," Halleck; American Book Company. 
"American Literature," Halleck; American Book Company. 
"A Short History of England's and America's Literature," Tappan; 

Houghton Mifflin Company. 

In English classics several editions have been adopted, a list of which 
may be obtained from the secretary of the State School Book Commission, 
Topeka. 

The following books have been approved for use in special courses: 

"Business English," Buhlig; D. C. Heath & Company. (This is intended 

for use in commercial departments.) 
"Handbook of Composition," Wooley; D. C. Heath & Company. 

(This is a reference manual for supplementary use.) 

The literary selections for study and for reading offer opportunity for 
considerable freedom of choice. In addition to the options suggested in 
the outline for each term, any of the selections in the lists for study 
which are not selected for that purpose may be added to the list from 
which books are to be selected for reading in the same term or in any 
subsequent term. Any of the books proposed for reading or study may 
be used in connection with the study of the history of English and 
American literature in the third and fourth years. 

(6) 



6 Supplement to Course of Study for High Schools. 

ENGLISH (1).— First Year, First Term. 

LITERATURE. 

Study (select two) : 

"Sketch Book" (six selections). Irving. 

"Autobiography." Franklin. 

"Tom Brown's School Days." Hughes. 

"Lorna Doone." Blackmore. 
Reading (select two) : 

"Courtship of Miles Standish." Longfellow. 

"Evangeline." Longfellow. 

"Prose Tales." Poe. 

"Robinson Cruso." Defoe. 

"The Last of the Mohicans." Cooper. 

"The Man Without a Country." Hale. 

COMPOSITION. 
Study: "Elements of Composition."— Chapter I, Composition; chap- 
ter II, Shaping the Material; chapter III, The Sentence (especially 
simple and compound sentences) ; part III, section III, Capitaliza- 
tion; section IV, Punctuation. 

ENGLISH (2).— First Year, Second Term. 

LITERATURE. 

Study (select two) : 

"Julius Cassar." Shakespeare. 

"Lady of the Lake." Scott. 

"The Traveller" and "The Deserted Village." Goldsmith. 

"Two Years Before the Mast." Dana. 
Reading (two to be selected) : 

"A Christmas Carol." Dickens. 

"Cranford." Gaskell. 

"Cricket on the Hearth." Dickens. 

"The Cloister and the Hearth." Reade. 

"Treasure Island." Stevenson. 

"Westward Ho!" Kingsley. 

COMPOSITION. 

Study: "Elements of Composition."— Chapter IX, Description; chap- 
ter III, The Sentence, particularly unity, coherence, and emphasis 
in the sentence; chapter IV, The Paragraph; part III, section I, 
Letter Writing. 

ENGLISH (3).— Second Year, First Term. 

LITERATURE. 

Study (select two) : 

"The Coming of Arthur," "The Holy Grail," and "The Passing of 
Arthur." Tennyson. 

"The Lays of Ancient Rome," "The Battle of Naseby," "The 
Armada," "Ivry." Macaulay. 

"The Merchant of Venice." Shakespeare. 

"The Vision of Sir Launfal." Lowell. 
Reading (select two) : 

"Palgrave's Golden Treasury," Books II and III, Dryden, Collins, 
Gray, Cowper, and Burns. 

"Snow-bound." Whittier. 

"The Ancient Mariner," "Christobal" and "Kubla Khan." Cole- 
ridge. 

"The Princess," "Gareth and Lynette," "Lancelot and Elaine," 
Tennyson. 



Manual for Normal and Industrial Training. 7 

COMPOSITION. 

Study: "Elements of Composition." — Chapter X, Narration; chapter 
IX, Description (review) ; chapter IV, The Paragraph (especially 
unity, coherence, and emphasis in the paragraph.) 

ENGLISH (4).— Second Year, Second Term. 

LITERATURE. 
Study (select two) : 

"Ivanhoe." Scott. 

"Silas Marner." George Eliot. 

"The House of Seven Gables." Haivthorne. 

"The Vicar of Wakefield." Goldsmith. 
Reading (select two) : 

"David Copperfield." Dickens. 

"Kenilworth." Scott. 

"Life of Nelson." Southey. 

"The Oregon Trail." Parkman. 

"The Tale of Two Cities." Dickens. 

"Walden." Thoreau. 

COMPOSITION. 

Study: "Elements of Composition." — Chapter VII, Exposition; chap- 
ter VIII, Argument; part III, section VIII, Grammatical Review. 

ENGLISH (5).— Third Year, First Term. 

LITERATURE. 

Study (select two) : 

"Hamlet." Shakespeare. 

"Macbeth." Shakespeare. 

"Palgrave's Golden Treasury" (first series), Book IV, with special 
reference to Wordsworth, Keats, and Shelly. 

Milton's Minor Poems. 
Reading (select two) : 

"Homer's Iliad." Translated by Bryant or Pope. 

"Homer's Odyssey." Translated by Bryant, Pope or Palmer. 

Old Testament Stories. 

"Pilgrim's Progress." Bunyan. 

"The Autocrat of the Breakfast Table." Holmes. 

COMPOSITION. 

Study: "Elements of Composition." — Chapter VIII, Argumentation; 
chapter VII, Exposition; chapter IV, The Paragraph; chapter VI, 
The Word. 

ENGLISH LITERATURE— HISTORICAL STUDY. 

A study of the English authors whose works are selected for study or 
reading during the first three years of the course in English. This work 
should be based on Halleck's "English Literature," or on that portion of 
Tappan's "England's and America's Literature" which deals with the 
authors selected. In schools which offer only three years in English a 
less intensive study may be given, as time permits, to the authors men- 
tioned in the text. 



8 Supplement to Course of Study for High Schools. 

ENGLISH (6).— Third Year, Second Term. 

LITERATURE. 

Study (select two) : 

"Life of Johnson." Macaulay. 

"Speech on Conciliation." Burke. 

Washington's Farewell Address and Webster's First Bunker Hill 
Oration. 

Macaulay's Speech on Copyright and Lincoln's Speech at Cooper 
Union. 
Reading (select two) : 

"Dombey and Son." Dickens. 

"Gulliver's Travels." Swift. 

"Henry Esmond." Thackeray. 

"Pride and Prejudice." Austen. 

"Rape of the Lock." Pope. 

"Sir Roger de Coverley Papers." Addison and Steele. 

"Vanity Fair." Thackeray. 

COMPOSITION. 

Study: "Elements of Composition." — Chapter II, Shaping the Ma- 
terial; chapter V, The Whole Composition; chapter XI, The Story; 
part III, section V. Figures of Speech; part III, section VI, 
Prosody. 

AMERICAN LITERATURE— HISTORICAL STUDY. 

A study of the American authors whose works are selected for study 
and reading during the first three years of the course in English. This 
work should be based on Halleck's "American Literature," or on that 
portion of Tappan's "England's and America's Literature" which deals 
with the authors selected. In schools which offer only three years in 
English a less intensive study may be given, as time permits, to the 
authors mentioned in the text. 

ENGLISH (7) AND (8).— Fourth Year. (Optional.) 

LITERATURE. 

This should consist of a study of the history of English and American 
literature, with the reading of typical selections. 

The work should be based on the textbooks on English and American 
literature whose titles are given at the beginning of this outline, with 
special consideration of the authors who were not included in the third 
year's course. 

COMPOSITION. 

A general review of "Elements of Composition," with systematic 
practice in written and oral themes of various types. 

ELEMENTARY ALGEBRA. 

Text: Marsh, "Elementary Algebra"; Scribners. 

The first year of work in algebra should conclude with chapter 17 
(Quadratic Equations, page 268). The first semester's work should ex- 
tend at least to page 142. 

To cover this amount of ground in this text the instructor must use 
good judgment as to the amount of work necessary on any given phase. 
When a class seems to understand fairly well the subject in hand, it may 



Manual for Normal and Industrial Training. 9 

not be necessary to work all problems in every list. In many cases ten to 
fifteen problems serve as well as thirty, forty, or fifty. 

All articles marked in the text with a star may well be omitted. Also 
pages 136-141. Chapter 13 should be omitted. 

ELEMENTARY SCIENCE. 

One or one-half unit. 
The text to be used in this course is Hessler, "First Year of Science," 
Benj. H. Sanborn & Co. Many of the schools have found it difficult to 
complete the text in one semester. It may be made into a full unit of 
work if given on the basis of the other sciences, if two eighty-minute 
laboratory periods per week are provided with the use of the laboratory 
manual which is published to accompany the text. 

AGRICULTURE. 

One unit. 

Instructors in this subject will find that the new state text, "The 
Essentials of Agriculture," by H. J. Waters, Ginn & Co., covers practi- 
cally all the ground covered by the outline for Agriculture as given in the 
High School Course of Study for 1914 and in the Normal Training 
Manual. 

It is suggested that the order of procedure in class study be based on 
the text rather than the outline. If desired the outline may be used, but 
it should not govern the order of presentation. 

The following laboratory manuals have been approved by the State 
School Book Commission : 

Call and Schafer, "Manual of Agriculture," Macmillan Co.; Elliff, "A 
Unit in Agriculture," Row, Peterson & Co.; Hopt and Spafford, "Labora- 
tory Manual in Elementary Agriculture," W. M. Welch Mfg. Co. 

CIVICS. 

One-half unit. 

GENERAL SUGGESTIONS FOR THE COURSE IN CIVICS. 

The textbook to be used in this course is "Government and Politics in 
the United States," by William B. Guitteau. 

The instructors of civics should always exercise judgment as to the 
relative importance of the subject matter presented in different chapters 
of the text. 

The use of the questions at the close of each chapter is strongly ad- 
vised, not in the nature of a review after the chapter has been covered, 
but to be included in each day's assignment. The thoughts brought out 
by these questions will assist the student in understanding and appreciat- 
ing the content of the chapter. 

Several of the chapters are largely historical in nature. The subject 
matter in these chapters has mostly been presented to the student before, 
and will be again, in the study of United States history. It should not be 
necessary to bear down upon such chapters with as much emphasis as 



10 Supplement to Course of Study for High Schools. 

may be needed on others. Chapters VII, XVIII, XIX, XXV, XXX r 
XXXIII, and XXXVI are of this type. 

Chapters XIII and XIV are sociological in nature and do not demand 
a detail treatment. 

Chapters XV, XVII, XXIX, XXX, and XXXI are economic in nature. 
They are important and demand careful preparation and consideration on 
the part of the instructor. These chapters must have especial attention in 
their presentation. 

Chapter XXXII, dealing with international relations, is particularly- 
important and instructive. 

Chapter XXXVII deals with phases of citizenship of which the average 
citizen is often ignorant, and should be given careful attention. 

Appendix D offers some excellent suggestions as to helps in the teach- 
ing of civics. 

The text of the constitution of Kansas can be obtained in the civics 
text for the grades, "Civics and Citizenship," by Anna E. Arnold. 

SUGGESTIONS AS TO WHERE ESPECIAL EMPHASIS SHOULD BE PLACED. 

Chapter I. Sections 3 and 5 to 14. 

Chapter II. Careful study and discussion. 

Chapter III. Careful study and discussion. 

During the study of chapters II and III a close study of the local 
government of the city, township, and county in which the school is 
located should be made in order to fix the results of the historical de- 
velopment. 

Chapter IV. Sections 46 to 49, 52 to 54, and 59 to 62. 

Chapter V. Sections 65 to 67, and 69 to 74. 

Chapter VI. This should be carefully discussed and a study made of 
local conditions. 

Chapter VII. Sections 93, 94, 96, 97, and 98. 

Chapter VIII. Sections 102 to 108, and 112 to 117. 

Chapter IX. Sections 119, 120 122, 123, 125, 126, and 130. 

Chapter X. In connection with this chapter a study of the executive 
officers and the boards and commissions of the state of Kansas should be 
made. This chapter is important. 

Chapter XI. Sections 148 to 155, 159, 160, and 162 to 165. 

Chapter XII. This chapter should be carefully discussed and state and 
local conditions studied. 

Chapters XIII and XIV. Discussions to be general. 

Chapter XV. This economic subject demands a thorough understand- 
ing on the part of the instructor, and a well-planned presentation. Em- 
phasize sections 203, 205 to 210, and 212. 

Chapter XVI. An important chapter, especially sections 222 to 231. 

A copy of the Kansas school laws should be available for reference. 

Chapter XVII. Economic, and demands a thorough understanding on- 
the part of the instructor, and a well-planned presentation. 

Different kinds of taxes should be discussed and their local use ex- 
amined into. See sections 247-254. 
Chapter XVIII, sections 266 to 269. 

Chapter XIX, sections 272-280. Section 281 should fix the fact that the- 
constitution was ratified by the people in convention assembled, not by 
state legislatures. 

Chapter XX. Sections 283 to 290. 

Chapter XXI. A very important chapter. 

Chapter XXII. Sections 314, 315, and 320 to 324. 

Chapter XXIII. Sections 329 to 332. 



Manual for Normal and Industrial Training. 11 

Chapter XXIV. Sections 337 to 341, 343, 344, and 347. 

Chapter XXV. Sections 359, 360, and 362. 

Chapter XXVI. Important. 

Chapter XXVII. The workings of the executive department should be 
thoroughly understood from a general standpoint. 

Chapter XXVIII. Sections 402 to 406, 409, and 413. 

Chapter XXIX. Comparison should be made with chapter XV. Em- 
phasize sections 417 to 423, and 425 to 426. 

Chapter XXX. While this chapter contains much valuable and desir- 
able information, it may be omitted if the course is pressed for time. If 
included it should be carefully studied and thoroughly understood by the 
instructor, as it deals with economic questions difficult to present. 

Chapter XXXI. Sections 456, 458, 460, 461, 464, 465, and 467. 

Chapter XXXII. Sections 469, 470, 475, 477, 479, and 480. 

Chapter XXXIII. Sections 485, and 491 to 496. 

Chapter XXXIV. Sections 499, and 501 to 509. 

Chapter XXXV. Sections 513, 514, 515, 518, 519, and 526. 

Chapter XXXVI. While this chapter contains much valuable and de- 
sirable information, it can be omitted if there is lack of time to complete 
the course. 

Chapter XXXVII. See general suggestions. 

GERMAN. 

The suggestions in the High School Course of Study for 1914 are 
worthy of careful consideration. 

Owing to the change of textbooks in this subject, the following sup- 
plementary suggestions are made: 

FIRST-YEAR TEXTS. 

Grammar : Spanhoofd, "Elementarbueh der Deutschen Sprache." D. 
C. Heath & Co. 

Reader: Bacon, "Vorwarts." Allyn & Bacon. 

SECOND-YEAR TEXTS. 

Grammar: Same as first year. 

Reader: Carruth, "A German Reader." Ginn & Co. 

This year's work should involve a review of grammar at least one day 
a week. As much of the reader as may seem desirable should be used, 
supplemented by reading of classics selected from the following in order: 

Storm, "Immensee." Scott, Foresman & Co. 

Seidel, "Leberecht Huhuchen." Chas. Scribner's Sons. 

Storm, "Pole Poppenspaeler." Chas. Scribner's Sons. 

Heyse, "Die Blinden." Henry Holt & Co. 

If only two years of German are offered, "Wilhelm Tell" should be read 
in the second year, beginning the second semester; and an additional 
short story may be read if time is left after completing "Wilhelm Tell." 

THIRD- YEAR TEXTS. 

If three years of German are offered, "Wilhelm Tell" should be read as 
the first of the third year's work, followed by prose reading selected 
from the following: 

Lessing, "Minna von Barnhelm." Ginn & Co. 

Heine, "Die Harzreise." Ginn & Co. 

Freytag, "Die Journalisten." Henry Holt & Co. 

Ludwig, "Zwischen Himmel und Erde." D. C. Heath & Co. 

Goethe, "Herman und Dorothea." Ginn & Co. 



12 Supplement to Course of Study for High Schools. 

PSYCHOLOGY. 

One-half unit. 
The following outline follows the order of presentation of Betts's 
"The Mind and Its Education," which is suggested as the text: 

1. The mind, or consciousness. 

A. How we may come to know mind. 

B. Its personal character. 

C. Introspection the one means of study. 

D. Consciousness like a stream. 

(1) A wave means attention. 

(2) Contents of the stream. 

E. Three modes of activity: knowing, feeling, and willing. 

2. Attention. 

A. Nature. 

B. Always present in some form or other. 

C. Effects: increase of efficiency. 

D. Types of inattention; how remedied. 

E. How secured: 

(1) Involuntary. 

(2) Nonvoluntary. 

a. Interest and nonvoluntary attention. 

(3) Voluntary. 

b. Will and voluntary attention. 

F. The habit of attention. 

3. The brain and nervous system. 

A. The machine through which the mind works. 

B. Structure. 

C. Central nervous system — brain and cord. 

D. Peripheral nervous system — end organs. 

E. Sensory and motor functions. 

F. Dependence of the mind on the senses for its material. 

4. Sensory and motor training. 

A. Education dependent on both body and mind. 

B. Efficiency of nervous system depends on development and nu- 

trition. 

C. Development through varied stimuli and untrammeled response. 

D. The sensory-motor arc. 

E. Good nutrition versus malnutrition. 

F. Necessity for sleep and freedom from worry and overfatigue. 

5. Habit. 

A. A man is but a bundle of habits. 

B. Habit-formation a method of economy. 

C. One can not prevent habits from forming. 

D. Physical basis of habit. 

E. Control of habits through our actions. 

F. The part of habit in education. 

G. Value and danger of even good habits. 
H. Maxims for habit-forming. 

6. Sensation and perception. 

A. Mind constructs its world from sense stimuli. 

B. How thought reaches still farther. 

C. Qualities usually ascribed to objects really existent in mind. 

D. Problem confronting the child; how, he proceeds. 

E. Perception of objects and of space. 

F. Necessity of entering largely into world of material environ- 

ment. 



Manual for Normal and Industrial Training. 13 

7. Mental imagery. 

A. All present thinking dependent on past experience. 

B. Past experience conserved by physical habit of mental images. 

C. Galton's test of imagery. 

D. Value of wide range of imagery. 

E. Application to education ; use in school subjects. 

8. Memory. 

A. Nature of memory. 

(1) Physical basis. 

(2) Retention and recall dependent on neural plasticity 

and activity. 

(3) Images the material of memory. 

B. Types of memory. 

C. Laws of memory. 

D. What constitutes a good memory. 

E. Improvement of the memory. 

F. The misuse of mnemonic devices. 

9. Imagination. 

A. Test of a good imagination. 

B. Uses of imagination. 

C. Application in science, art, everyday life, conduct, ideas. 

D. Imagination limited by — 

(1) Material available in form of images. 

(2) Constructive ability. 

(3) Definite purpose. 

E. Cultivation and abuse of imagination. 

10. Thinking. 

A. Function of thinking is to discover relations. 

B. The thinking of child and of adult. 

C. Classification of knowledge accomplished through thinking. 

D. Nature, formation and uses of concepts. 

E. Judgment and reasoning, forms and uses. 

F. Cultivation of thinking. 

11. Instinct. 

A. Instinct the result of race experience. 

B. Through instinct racial habits are inherited by individual. 

C. Modified through education and made into individual habits. 

D. Ripening and transitoriness of instincts. 

E. Human instincts of imitation, fear and play. 

12. Feeling and its function. 

A. An accompaniment of all mental processes. 

B. Importance as a motive. 

C. Feeling tone, or mood ; how produced, and influence. 

D. How our dispositions are formed; part played by tempera- 

ment. 

13. Interest. 

A. A selective agency among our activities. 

B. Influence in directing stream of thought. 

C. Objective side of interest. 

D. Dynamic phase of interest. 

E. Immediate and remote interests; part they play as motives. 

F. Danger of early specialization in our interests. 

G. Interest and the will. 
H. Interest and character. 

14. The emotions. 

A. Relation of instinct and emotion. 

B. The physical side of emotion. 

C. Control of emotions. 

D. Desirable emotional balance. 

E. Emotions as motives. 



14 Supplement to Course of Study for High Schools. 

F. Danger from arousing emotions without giving opportunity 

for expression. 

G. Emotional habits. 

15. The will. 

A. Concerns itself wholly with causing or inhibiting acts. 

B. Various types of action. 

(1) Physiological reflexes. 

(2) Instinctive acts. 

(3) Ideo-motor acts. 

(4) Deliberative acts. 

C. The image and the act. 

D. Process of deliberation. 

E. Emotional factor in decision. 

F. Final test of power measured in attention. 

G. Training of the will in common duties of life. 

16. Self-expression and development. 

A. Interrelation of impression and expression. 

B. Many sources of impressions. 

C. Various forms of expression. 

D. Necessity for cultivating expression. 

(1) Intellectual value of expression. 

(2) Moral value. 

(3) Religious value. 

(4) Social value. 

(5) Educational value. 

E. Expression in the home and school. 

F. Expression as related to character. 

METHODS AND MANAGEMENT. 

METHODS. 

This outline is based upon Charters's Teaching the Common Branches. 
SUGGESTIONS TO TEACHERS. 

The plan on which this outline is worked out is as follows: Thirty- 
two lessons are to be given on the textbook, following the order of sub- 
jects in the book. The last ten lessons consist of a reorganization of 
material under such topics as interest, drill, etc., as applied to all subjects. 

In studying the course the text should be followed more or less closely. 
In the suggestions given below attention is called to those topics under 
each subject which should be emphasized. 

The questions at the end of each chapter should be used as much as 
time will permit. 

The references at the end of each chapter have been carefully selected, 
and teachers are advised to read these in order to get a broader view of 
their fields. 

1. Spelling. (Three lessons.) 

A. The standard of good spelling. 

B. Simplified spelling. (The teacher should write to the Simpli- 

fied Spelling Board, No. 1 Madison avenue, New York City, 
and secure enough copies of their literature to supply each 
member of the class.) 

C. The course of study. (Students should be given, as an exercise, 

the making of lists of words from sources other than the 
speller.) 

D. Generic values and specific needs. 

E. Methods of drill. 



Manual for Normal and Industrial Training. 15 

2. Penmanship. (One lesson.) 

A. Students should be given considerable practice in using the 

Thorndike scale. (These can be secured in convenient form 
and large type for five cents each by writing to Bureau of 
Publications, Teachers' College, Columbia University, New 
York.) 

B. The writing hospital for the seventh and eighth grades. 

3. Language. (Three lessons.) 

A. Interest particularly in its relation to the selection of topics 

for composition which are chosen because of interest to the 
writer and to an audience. 

B. Correlation. 

C. Oral and written errors. 

D. Use of dictionary. 

4. Grammar. (Three lessons.) 

A. The function of grammar. 

B. Parsing, analysis and diagraming. 

C. When to teach grammar, and what to teach. 

D. Creating a need for grammar. 

E. The inductive method. 

F. Drill and application. 

5. Reading. (Five lessons.) 

A. The structure of reading. 

B. The standards of good reading. 

C. The course of study as based upon the stages of development of 

children. 

D. Methods of teaching primary reading. 

E. Supplementary reading for children in the primary grades. 

F. Methods of correcting errors in oral reading. 

G. Methods of studying literature. 
H. Methods of memorizing. 

6. Drawing. (One lesson.) 

A. The function of drawing. 

B. The course of study in drawing. 

C. Study for appreciation. 

D. Traveling galleries. 

E. Correlation. 

7. Music. (One lesson.) 

A. The relation of music to reading and composition. 

B. The use of phonographs. 

C. The illustrative lesson on pages 179 ff. 

8. Handicrafts. (Three lessons.) 

A. The course of study. 

B. Equipment for rural schools in carpentry. 

C. Sewing in rural schools. 

D. Domestic science clubs and school luncheons. 

E. The use of primitive industries and illustrative work in pri- 

mary handwork. 

F. Correlation of advanced handwork with other school subjects. 

9. Geography. (Two lessons.) 

A. Rational geography. 

B. The course of study. 

C. Home geography. 

D. Motives for studying. 

E. The use of imagination, and aids to imagination, particularly 

pictures, maps and scrapbooks. 
10. History. (Three lessons.) 

A. The function of history. 

B. Rural-school history. 



16 Supplement to Course of Study for High Schools. 

C. Local history. 

D. Correlation. 

E. Methods of studying history. 

F. Dates. 

G. Current events. 

11. Civics. (One lesson.) 

A. The order of importance in treating topics should be, (1) local, 
(2) state, and (3) national. 

12. Arithmetic. (Three lessons.) 

A. The content of the course of study. 

B. When to teach arithmetic. 

C. The teacher should write to The Department of Cooperative 

Research, 82 Elliott street, Detroit Mich., for their manual 
of instruction, giving and scoring the Courtis Standard 
Tests in Arithmetic. At least one copy should be kept in 
the library and enough copies of the problems should be 
secured to give the class familiarity with the tests. 

D. Interest in arithmetic. 

E. Teaching the processes. 

F. Drill and application. 

G. Tables. 

13. Physiology and hygiene. (One lesson.) 

A. Emphasis should be laid upon the fact that the function of 

physiology is to help the pupil to understand and practice 
the rules of hygiene. 

B. The "geography" of the human organs. 

14. Agriculture. (Two lessons.) 

A. The value of the study of agriculture. 

B. The course of study. 

C. Agriculture clubs. 

D. Textbooks and bulletins. 

E. Class trips. 

In the following ten lessons it is suggested that the teacher review 
the book by using the page references as given in the index ; e. g., under 
"Interest, immediate and mediate," references may be found on page 352 
to both immediate interest and mediate interest as they are discussed 
in the different chapters of the book. 

These pages, to which references are made in the index, should be read 
by the student and discussed in class. In this way the general method 
underlying the treatment of each school subject may be systematized. 

1. The intrinsic function of subject matter. 

2. The course of study. 

3. Interest, immediate and mediate. 

4. Generic and specific values. 

5. Needs and problems. 

6. Correlation and alteration. 

7. Drill and application. 

8. The inductive and deductive methods. 

9. Assignment and study. 
10. Class mechanics. 

MANAGEMENT. 

This outline is based on Seeley's New School Management- but upon 
the topics with which they deal constant reference should be made to 
White's School Management, Dutton's School Management. Dinsmore's 
Teaching a District School, Sabin's Common Sense Didactics and Mc- 
Keever's Psychologic Method in Teaching, in the normal-training refer- 
ence librarv. 



Manual for Normal and Industrial Training. . 17 

1. The personality and preparation of the teacher. (Four lessons.) 

A. Responsibility of the teacher's position. 

B. Disposition and temperament. 

C. Bodily health. 

D. Moral habits. 

E. Acquired knowledge. 

F. Attitude of teacher toward nonschool interests. 

G. Duties and rewards of the teacher. (See especially Dutton 

and White.) 

2. Beginning to teach. (Two lessons.) 

A. Securing a school. 

B. Making a contract; Kansas law as to teachers' contracts and 

the breaking of them. 

C. What to learn of a school before the first day. 

D. What to do the first day. 

3. The permanent program. 

A. Order of subjects. 

B. Recitation periods. 

C. Study periods. 

D. Intermissions. 

E. Alteration. (See Course of Study for the Rural Schools of 

Kansas, 1914, General Suggestions.) 

4. Classification and grading. (Two lessons.) 

A. Comparison of city and country schools as to grading. 

B. Can country schools be graded? (Instructor should call atten- 

tion of class to the State Course of Study for Rural Schools, 
and so far as possible have them become individually ac- 
quainted with it.) 

C. Advantages of graded schools. 

D. Consolidation of schools. (Secure pamphlet on Consolidation 

from State Superintendent's office.) 

5. Government. (Five lessons.) 

A. Aim of discipline. 

B. Rules. 

C. Government by incentives. 

D. Appeals to honor, self-respect, etc. 

E. Aim of punishment; and principles governing its use. 

F. Kind of punishment. (See especially Dutton, White, and 

Dinsmore.) 

6. School evils and how to treat them. (Three lessons.) 

A. Carelessness. 

B. Laziness. 

C. Tardiness. 

D. Irregularity in attendance. 

E. Tattling. 

F. Whispering. 

G. Lying, cheating, and stealing. 
H. Impudence. 

I. Rebellion. 

7. School virtues and how to cultivate them. (Four lessons.) 

A. Neatness. 

B. Accuracy. 

C. Silence. 

D. Industry. 

E. Truthfulness. 

F. Conscientiousness. 

G. Politeness. 
H. Obedience. 

—2 



18 Supplement to Course of Study for High Schools. 

8. The teaching of morals in school. (Two lessons.) 

A. By the example of the teacher. 

B. Informally by using incidents in the daily school life. 

C. Formally by specific lessons. (See especially White and Sabin.) 

9. Cautions and admonitions to teachers as to — (Three lessons.) 

A. Use of sarcasm. 

B. Threatening and scolding. 

C. Keeping promises. 

D. Being hasty. 

E. Giving help. 

F. Dealing with dull children. 

G. "Seeing things." 

H. Inspiring reverence for things holy. 

10. Incentives to school work. (Two lessons.) 

A. Emulation. 

B. Class rank. 

C. Prizes. 

D. Marking; why; how; when. 

E. The value of these stimuli as compared with subject matter 

itself. (See especially Dutton and White.) 

11. Promotion. 

A. Purpose of. 

B. Frequency of. 

C. Basis of. 

12. Examinations, tests and reviews. 

A. Examinations; characteristics of; educational value of; char- 

acter. 

B. Tests; purpose; character. 

C. Reviews; when; why; how. 

13. The recitation. (Four lessons.) 

A. Purpose. 

B. Assignment of the next day's lesson. 

C. How the pupil should prepare for the recitation. 

D. How the teacher should conduct the recitation. 

E. The five "formal steps." (See especially Dutton, McKeever, 

and Sabin.) 
(Chapter XVII should be omitted.) 

14. Duty of the teacher — (Three lessons.) 

A. To the pupils. 

B. To the parents. 

C. To the community. 

D. To the school board. 

E. To his profession. 

F. To his successor. 

G. To himself. 

(Chapter XIX may be omitted.) 

15. The school surroundings. 

A. The school grounds. 

B. The school building. 

C. The outbuildings. 

D. The interior of schoolroom; arrangement; furnishings; deco- 

ration; and ventilation. 



Manual for Normal and Industrial Training. 19 

ARITHMETIC. 

One-half unit. 
I.— WORK PRECEDING TEXTBOOK. 

The child's early lessons in numbers must be closely related to his 
experience with things; for this reason sense training should be the 
foundation for number study. The power to make accurate mental 
images should be developed in the child's early school life. Exercises in 
eye, ear and touch training should be given, with accuracy as the end in 
view. Give some exercises for each. Discuss. 

The idea number is not an object of sense perception. Number is 
taught with the help of objects for the formation of groups. Discuss: 
(1) What should these objects be? (2) When should the teacher dis- 
pense with objects? (3) How do we get our idea of large numbers? 

The child gets his first notion of numbers from counting things; in 
counting he measures the group by the unit with which he is working, 
and from this a ratio is obtained. 

To the number of a group, or the thing itself, or the operation, the 
child passes to the name. 

From this one name he learns that there is one symbol. 

Discuss the notion of "one-to-one" correspondence," namely, first the 
thing, then the name, and finally the symbol. 
The fundamental process in solving problems: 

1. By abstraction we pass to numbers. 

2. Then pass to symbols, and make an equation. Solve the equation, 

the result being a symbol. 

3. Find the number corresponding to this symbol and the problem is 

solved. 
Illustrate. 
Discuss the following: 

1. The child learns to count things, thus getting the notion of number. 

These things are considered alike, and they may be single objects 
or groups. 

2. He acquires the number series, exercising with it beyond the circle 

of actually counted things. 

3. The symbols may not be learned with the first presentation of num- 

bers, but they should be acquired soon. 

4. Unconsciously and gradually the child will acquire the idea of the 

one-to-one correspondence of number, name, symbol, and there- 
after the pure concept of number will play a small part in his 
arithmetical calculations. 

5. The ratio idea of number should be introduced early, and applied in 

the work of fractions. 

How may games and exercises be used to make the child familiar with 
common objects? How develop familiarity with terms of comparison 
such as larger, largest; heavier, heaviest; wider, widest, etc.? How may 
familiar facts be utilized to develop the child's power to see, to image, 
and to form proper judgments? How may a thorough mastery of the 
forty-five combinations in addition be obtained? 

Name and discuss the five formal steps in the development of a lesson. 
Apply these steps to a simple lesson in arithmetic. 

Discuss and outline the work for the first three years. 

The value and use of oral arithmetic. 

Subject taught largely for its utility value; induction plays the im- 
portant part. 

The culture value; pupils led to make their own investigations and to 
draw their own inferences. 



20 - Supplement to Course of Study for High Schools. 

II.— NOTATION AND NUMERATION. 

The Roman, French, and English notations. 

The Roman notation. 

1. Where used, 

2. Symbols used and their value. 

3. Values produced by a combination of these symbols; develop prin- 

ciples for making numbers from Roman symbols. 
The Arabic notation. 

1. Symbols used. 

2. The decimal scale of notation. Explain. 

3. Values of digits. 

a. Name of value. 

b. Place value. Develop. 

Explain the different steps in reading numbers. 

a. Point off into periods. Why? 

b. Name the periods. 

c. Read the periods. 

Problems on pages 3, 4 and 5, Smith's Advanced Arithmetic. 

The Roman numerals are taught incidentally the first three years; 
the first year from I to XX, the second year from XX to L, and the third 
year from L to M. Discuss. 

Facility in handling numbers should be emphasized. Discuss. 

III.— ADDITION. 

First the forty-five combinations in addition. Pupils should be ac- 

customed to read combinations as they read words. When they see o 

they should say "eight," just as they say "cat" when they see the com- 
bination c-a-t. Discuss. 

The pupil should be familiar with the sign + ; a certain operation 
has one name and one symbol. Explain. The idea of addition, addends, 
sum and "plus" denned through use. 

Develop the principle that "only like numbers can be added." 

The child is not ready for the adding of columns until he is thoroughly 
familiar with the combinations. Practice adding both vertical and hori- 
zontal columns. Why? 

One of the first things a child should learn is the necessity for check- 
ing each operation. Why? Addition is checked by adding the column in 
the opposite direction. Why? 

Example : 



3288 


26 


4597 


27 


6854 


21 


2657 


15 



17396 17396 

Oral work: First column, "seven, eleven, eighteen, twenty-six." Bring 
down the number 26 and add the column in opposite direction, "eight, 
fifteen, nineteen, twenty-six," which checks the column. Add the tens 
column in like manner, placing the result 27 underneath and one place 
to the left of 26. Finally, add the partial results. 

Add and check a few problems on pages 8, 9 and 10 of state text. 

The word "carry" eliminated. How can the decimal scale of notation 
be applied to addition, to explain the so-called "carrying"? 

Objects to be obtained: Accuracy first, speed second, and neatness 
last. Rapid oral work given daily. Use problems from pupil's ex- 
perience to create interest. Discuss. 



Manual for Normal and Industrial Training. 21 

IV.— SUBTRACTION. 

Addition and subtraction should be taught together. Show how this 
may be done. Discuss the method of making change. Why valuable? 
Eliminate the word "borrow." By means of a simple problem, subtract 
without the use of this word. Teach the terms minuend, subtrahend, 
remainder or difference through use. Distinguish between difference and 
remainder. 

Check subtraction by adding subtrahend and remainder or difference, 
and compare with the minuend. 

Solve the oral problems on page 13; solve and check problems on 
page 14. 

Make use of the equation in addition and subtraction. 

Example: $143.50 — $127.25 = $16.25. 

All written problems should consist of statement and solution. Any 
pupil who can not state a problem can not solve it. Discuss. 

Example: A man bought a horse for $175 and sold it for $215. How 
much did he gain? 
Statement : 

$175 = cost. 
$215 = selling price. 
Find gain. 
$215 — $175 = $40, gain. 

Each step should be explained orally. From two old (known) quan- 
tities- the new (unknown) is obtained. 

V.— MULTIPLICATION. 

Multiplication tables learned by means of objects, or by counting. 
Each pupil makes his own tables. The formation of tables followed by 
drill for power and skill. 

Teach the symbol X and the words multiply and product. 

Write the multiplier first, according to modern custom; thus, 

2x3 = 6. 

2 is the multiplier, and the character X is called times. 
Develop the principles of multiplication: 

a. The multiplier is always an abstract number. 

b. The multiplicand may be either abstract or concrete. 

c. The product is the same as the multiplicand. 

Give practice in problems found on page 93, Primary Text. Why 
valuable? 

Develop the power of a number. 

Develop the principle, "The product of two numbers divided by one of 
them gives the other." 

Check multiplication (1) by dividing the product by one factor; (2) 
by multiplying by factors of the multiplier. 

Teach the terms multiplicand, multiplier, factor, and multiples. 
Statement of problems, use equation for. 

Example: At $72 an acre, how much must a man pay for 28 acres of 
land? 

Statement: 

$72 = cost per acre. 
28 acres = land bought. 

Find cost. 
28 X $72 = $2016, cost. 

Oral analysis should always accompany written solutions. ' Practice 



22 Supplement to Course of Study for High Schools. 

problems, page 18, and problems 31, 32 and 33, page 22, Advanced Arith- 
metic. 

Short methods: 

a. Aliquot parts. 

b. Powers of 10. 
Pages 179 to 183. 

VI.— DIVISION. 

Division developed from multiplication. Pages 97 to 105, Primary 
Arithmetic. 

Teach the symbol -=- and the words division, divide, dividend, divisor, 
quotient. 

Show that division can be indicated by means of the division symbol, 
the fraction, and the ratio. Teach the idea "fraction" as unfinished 
division. 

Read % as "the fraction, three divided by four." 

Explain the two kinds of division and teach the analysis that should 
accompany each. Page 23. 

Develop the principles: 

a. If the divisor is abstract the dividend may be either concrete or 

abstract, and the quotient is the same as the dividend. 

b. If the divisor is concrete the dividend must be concrete, and the 

quotient must be abstract. 
Study the method of developing long division, Primary Arithmetic, 
pages 176 to 186. 

Checking: The dividend is the product of the quotient and divisor, 
plus the remainder, if any. 

Statement and solutions of two kinds of division. 

Example: (a) Pure division: If a piece of land containing 289 acres 
is cut into 17 equal parcels, what is the area of each? 
289 acres = area of land. ■ 
17 = number of parcels. 
Find area of each. 
289 A. -4- 17 = 17 A., area of each. 
Example: (b) Partition: Divide $289 among a number of boys, giving 
each one $17; find the number of boys. 
$289 i± money divided. 
$17 = each boy's share. 
Find number of boys. 
$289 -=- $17 = 17, number of boys. 
Practice problems, page 28, Advanced Arithmetic. 

Division and multiplication should precede addition and subtraction. 
Short methods in division. Pages 184 to 188. 

VII.— FACTORS AND MULTIPLES. 

Develop the idea, factors of a number. Distinguish between factors 
of a number and divisors of a number. 

Distinguish between prime number and composite number. Beginning 
with 1, name and learn the first ten prime numbers. 

Develop rules of divisibility for 2, 3, 4, 5, 6, 8, 9, 10 and 11. 

Find the prime factors in problems 1 to 30, page 34: (1) by inspec- 
tion where possible; (2) by short division. Develop these two methods of 
factoring. 

Develop meaning of (1) common divisor of two or more numbers; (2) 
greatest common divisor of two or more numbers; (3) multiple of two or 
more numbers; (4) least common multiple of two or more numbers. 
The G. C. D. 

1. Used only in connection with fractions; reduction of fractions to 
lowest terms. 



Manual for Normal and Industrial Training. 23 

2. Principles developed: 

a. The G. C. D. of two or more numbers contains only the com- 

mon factors. Why? 

b. The G. C. D. of two numbers is a divisor of their difference, 

their sum, or any multiple of either number. Why? 

c. Dividing one number by a number prime to the other does 

not affect the G. C. D. Why? 

3. Methods of rinding: 

a. By factoring. Illustrate. 

b. By using above principles. Illustrate. 
The L. C. M. . 

1. Principal use with fractions, reducing to common denominator. 

2. Principles developed. 

a. The L. C. M. of two or more numbers must contain all the 

prime factors, each used the greatest number of times 
found in any one number. Illustrate and explain. 

b. The L. C. M. of two numbers is the product of one number 

and the quotient found by dividing the other number by 
their G. C. D. Illustrate. 

3. Method of finding. 

a. Factoring. Illustrate. 

b. By principle (b). Illustrate. 
Example: Find the G. C. D. of 10, 25, and 50. 
Solution: Eliminate the 50. Why? 

Divide 10 by 2. Why? 

Eliminate the 25. Why? 

The 5 remaining is the G. C. D. 
Example: Find the L. C. M. of 16, 72 and 96. 
Solution: Eliminate the 16. Why? 

Divide the 72 by 24, the G. C. D. of 72 and 96. 

96 X 3, or 288, is the L. C. M. 
Problems on pages 34, 35 and 36, Advanced Arithmetic. 

VIII.— COMMON FRACTIONS. 

Develop the two conceptions of a fraction : 

1. A fraction is one or more equal parts of one or a whole unit. 

2. A fraction indicates unfinished division. 

From the first develop the idea that the unit must first be divided into 
equal parts; and second, one or more of these parts must be taken. 

Develop the unit of a fraction, and the fractional unit. 

By means of simple fractions develop the following four principles of 
fractions : 

1. Multiplying the numerator multiplies the fraction. 

2. Multiplying the denominator divides the fraction. 

3. Dividing the numerator divides the fraction. 

4. Dividing the denominator multiplies the fraction. 
Give the reasons for each step. 

Teach the words numerator, denominator, and terms. Make clear that 
the numerator is the dividend, and the denominator is the divisor. 
From the above four principles it is an easy step to the following: 

1. Multiplying both numerator and denominator by the same num- 

ber does not change the value of the fraction. 

2. Dividing both numerator and denominator by the same number 

does not change the value of the fraction. 

Explain each step until reason is understood perfectly. The first one 
governs the reduction of fractions to a common denominator in addition 
and subtraction. The second one the reduction of fractions to lowest 
terms and cancellation. 

A fraction should always be reduced to its lowest terms, except for the 
purpose of adding or subtracting. 



24 Supplement to Course of Study for High Schools. 

To reduce a fraction to its lowest terms divide the terms by their 
G. C. D. Why? 

Practice problems from the state text to illustrate the above. 

Addition and Subtraction of Fractions. 

Develop the idea of similar fractions. Why must fractions be re- 
duced to common denominator before addition and subtraction can be 
performed? 

Recall the principles for finding the L. C. M. of two or more numbers. 

Oral analysis must accompany the solution of problems. 

Example: V 2 + % = % + % = %. 

Multiplying both terms of the first fraction by 3, and of the second 
fraction by 2, we have three-sixths and four-sixths, etc. 

Add and subtract fractions with small denominators. Why? 

Methods for adding and subtracting mixed numbers:. 

Example: A mat is 28% in. long and 16V2 in. wide; what is the 
perimeter? 

Solution: 28% I 3 
16% 1 4 
44% | % 2 x 44% in. = 89% in., perimeter. 

Add or subtract the fractions first; then units, tens, etc. To subtract 
the above numbers, the analysis should be, "four-eighths can not be sub- 
tracted from three-eighths; then take one unit from the eight units, 
which equals eight-eighths; add to the three-eighths, making eleven- 
eighths; four-eighths from eleven-eighths equals seven-eighths," etc. 

Problems from state text, pages 46 to 55. 

Estimate and check results whenever possible. Fix all principles in 
the mind of the pupil. 

Multiplication and Division of Fractions. 

Study pages 216 to 240, Primary Arithmetic. 

Review the four principles of fractions in lesson VIII. 

Name the two ways to multiply a fraction by a whole number: 

2 X % = 2 X % = 

In the first problem can both ways be used? In the second problem? 
When both ways can be used which should have the preference? Why? 

Show that Ys of % is the same as dividing the fraction by 3. 

Name the two ways to divide a fraction. In the above fraction which 
method is preferred? Why? 

% of % = 

Explain this problem in such a way that the pupil will see that the 
fraction five-sevenths is to be divided by 3 and multiplied by 2. From 
the principles, 5 must be divided by 3 or the 7 multiplied by the 3; and 
the 7 is to be divided by the 2 or the 5 multiplied by the 2. From this 
the rule for multiplying fractions is made. Give the rule. 

All rules should be made by the pupil, then committed. Why? (Give 
the five steps in teaching.) 

Explain multiplication of fractions by means of the divided rectangle. 

Develop cancellation. Give principles of cancellation. Problems on 
pages 65-66. 

Mixed number multiplied by an integer: 

124y 2 
9 



4y 2 

1116 



1120% 
Explain. Page 64, state text. 
Develop the reciprocal of a fraction. Explain division of fractions by 



Manual for Normal and Industrial Training. 25 

means of (1) the reciprocal; (2) the truth that division is the exact 
opposite of multiplication. 

Treat complex fractions as indicated division of fractions. Page 76. 

Problems 71, 75, 78 and 80. 

IX.— DENOMINATE NUMBERS. 

Teach denominate numbers that involve three denominations at a time. 
Example: For short distances, the inch, foot, and yard; for longer dis- 
tances, the yard, rod, and mile. Discuss. 

Use as many of the standard units in the class as possible. Train the 
eye and the muscles to estimate results. 

Review chapters VI and VII, Primary Arithmetic. 

Consult business men and mechanics concerning different measures. 
For example, a stonemason should be consulted concerning a perch of 
stone. 

Where in every-day life is each denomination used? Name mer- 
chandise bought by the foot, the yard, the square yard, the ounce, the 
pound, etc. 

Show the relation between addition of numbers and the addition of 
denominate numbers; the other operations. 

Solve problems, discussing best methods, in reduction, addition, sub- 
traction, multiplication and division of denominate numbers. 

Chapter III, Advanced Arithmetic. 

X.— DECIMALS. 

Chapter X, Primary Arithmetic. 

Approach decimals through the table of United States money and the 
metric system. Use common fractions with ten or some power of ten for 
the denominator. 

In $111 what does the first 1 on the right stand for? Compare the 
first with the second ; with the third. 

In $1.11 what does the first 1 on the left stand for? Compare the 
middle 1 with the first 1 on the left (}{,> of a dollar) ; the first 1 on the 
right with the first 1 on the left (M.00 of a dollar). 

In 1.1 what does the 1 on the left stand for? Compare the 1 on the 
right with the 1 on the left. 

Read and write the exercises on page 112, Advanced Arithmetic. 

Reduction of decimals developed and taught. Pages 113, 114, 115. 

Make use of the principles of common fractions. 

Addition and subtraction of decimals. Pages 116 to 119. 

Multiplication of decimals. Pages 120 to 127. 

Develop the rule for pointing off in multiplication; use the principles 
of common fractions. 

Division of decimals and reducing common fractions to decimals. 
Pages 132 to 136. Use principles of common fractions. 

Common fractions and decimals in business life. Discuss. 

XL— PERCENTAGE. 

Proceed from the known to the unknown. Discuss. 
Percentage is based upon simple multiplication, in which the multi- 
plier is either a common fraction or a decimal. 

25 r /r of 120 means, 
either .25 x 120 
or V 4 of 120. 
First step: Change all numbers with the ' , sign to either a common 
fraction or a decimal. All simple aliquot parts of 100 to be changed to a 
fraction, all others to a decimal. Change all per cents on pages 141 to 
145 to decimals and common fractions. Drill on this until clear. 

Second step: In solving per cent problems first change the per cent 
to either decimal or common fraction and perform the indicated operation. 



26 Supplement to Course of Study for High Schools. 

1. First case: Product to be found : 

50% of 624 = ? 
y 2 of 624 = 312. 
22% of 5475 = ? 
.22 x 5475 = 1204.5. 
Problems, pages 143 to 151. 

2. Second case: Multiplier to be found. Recall the principle in 
multiplication, "The product of two numbers divided by one of them 
equals the other." 

Example: $130 is what per cent or $2600? Rearrange: 

What per cent of $2600 is $130? 

? X $2600 = $130. 
Solution : 

$130 -f- $2600 = .05 or 5%. 
$130, the product, divided by $2600, one number, will give .05, the other 
number. Change .05 to per cent: 5%. 
Problems, pages 152, 153. 

3. Third case: Multiplicand to be found. Same principle as case 2. 
Example: $1.05 is 15% of what number? 

$1.05 = .15 X ? 
Solution : 

$1.05 +■ .15 = $7, the number. 

If pupil has trouble in pointing off the result, decimals should be re- 
viewed. 

Problems 154 and 155. 

$5 -^ $100 does not equal 5%, but .05. The true quotient should be 
written first, either a common fraction or a decimal ; then changed to the 
written form, 5%. 

Example: A dealer sold pencils at 5c. each, which gave him a profit 
of 25%. How much did they cost per dozen? 
Statement : 

5c. = selling price per pencil. 
25% cost = gain. 

Find cost per dozen. 
12 X 5c. == 60c, selling price per dozen. 
Cost + 25 %C = 125 %C, or selling price. 
60c. -T- 1.25 = 48c, cost. 
In solving problems with per cents and fractions, all per cents and frac- 
tions should be marked. 25% does not equal the gain, but 25 %C does 
equal the gain. If care is exercised here the relation of percentage to 
multiplication is easily seen. 

In the above statement the "25% cost = gain" indicates the opera- 
tion. If the cost were given the operation would be multiplication, but 
if the gain were given the operation would be division. Since neither 
is given we must create an equation in which two known quantities are 
given. Since the selling price is given in the statement, we make an 
equation, "125 %C = selling price," in which the selling price appears. 
Remembering the principle of multiplication, "the product of two num- 
bers divided by one of them equals the other," the operation is simple 
Caution: Do not allow such statements as "cost X 25% = 125%, sell- 
ing price," because it is not true. 

Example: After losing 15% of its population a town had 5950 in- 
habitants. How many had it before losing the 15%? 
Statement : 

5950 people = population remaining. 
15% population = loss. 

Find population. 
Population — 15% population = 85% population remaining. 
5950 people -=- .85 = 7000 people remaining. 



Manual for Normal and Industrial Training. 27 

Problems, pages 156 to 164. 

Pupils who can not state a problem can not solve it. A statement 
assists the pupil in seeing the relations. 

All %'s and fractions should be marked. Custom drops the marking; 
as, "A man sold a house for $1680, at a profit of 20%." What is meant 
here is "a profit of 25% of the cost." All solutions should be stated in 
equation form, and every result should be marked. The pupil goes from 
two known quantities to one unknown. 

By substitution in the condition of the problem the relations are 
often seen. 

Example : 

25% of a number is 40; find the number. 

Change the written form of the per cent to decimal or common frac- 
tion, the word "of" to X , and the word "is" to =. 
.25 X number = 40. 

The operation is division. 

XII.— APPLICATIONS OF PERCENTAGE. 

DISCOUNT. 

Care should be exercised in marking the per cent of discount. The 
trade discount is usually on the marked price, or list price. 

Example: If you can buy a $7 suit of clothes at 15% discount, how 
much will you pay for the suit, and how much will you gain on the 
marked price? 
Statement: 

$7 = marked price. 
15%m.p. = discount. 

Find discount and cost. 
.15 X $7 = $1.05, discount or gain on marked price. 
$7 _ $1.05 = $5.95, cost. 
The difficulty with these problems is understanding just what is 
wanted. Drill in the interpretation of the problems. 

See that all principles of the four fundamental operations are carried 
out. Practice marking the per cents. In the 32d problem, page 169, 
"16%% cost = discount" is the correct interpretation. Since the cost is 
known, the operation is multiplication. 

Two or more Trade Discounts. 
Example: Bought goods listed at $300. Discount 12%, 5%, 2%. 
Find the cost. 

The difficulty in this problem is, upon what is each discount computed? 
Statement: 

$300 = list price. 

12 f /r list price = first discount. 

5% first proceeds = second discount. 

2% second proceeds = third discount. 
Find cost. 

.12 x $300 = $36, first discount. 

$300 — $36 = $264, first proceeds. 

.05 X $264 = $13.20, second discount. 

$264 — $13.20 = $250.80, second proceeds. 

.02 X $250.80 = $5.01, third discount. 

$250.80 — $5.01 = $245.79, cost. 
Problems 164 to 178. 



28 Supplement to Course of Study for High Schools. 

PROFIT AND LOSS ON PURCHASES. 

Principle: The gain, loss, or selling price is always some per cent of 
the cost. 

This principle makes the statement and solution of the problem very- 
simple. For example, "gain is some per cent of the cost"; or, "gain = 
% X cost." 

The operation depends upon what two quantities are known. 

Pages 259-262. 

COMMISSION. 

Principles: The commission is always some per cent of the cost when 
the agent buys, and of the selling price when the agent sells. The total 
cost is some per cent of the purchase or selling price. The net proceeds 
is some per cent of the selling price. Develop these principles. 

Pages 263 to 265. 

XIII.— INTEREST. 

Principle: The interest for one year is always some per cent of the 
principal. 

Interest problems are related to percentage. Explain. 

Interest problems are related to cancellation through multiplication. 

The cancellation method of solving interest: Reduce the rate to com- 
mon fraction, and the time to either years, months or days; if to months, 
divide by twelve; if to days, by 360. Why? 

Example: Find the interest on $300 for 2 yrs. 4 mo. 15 da. at 8%. 

Solution : 

4 m. 15 da. = 1 yr. 
3 

i n 

3 X t X $300 

= $9, interest. 

i 1 
1 
To find the exact interest, use 365 days for one year. Problems, 
page 272. 

Study the 6% method on pages 273, 274 and 275, and solve problems. 
Banker's short method : Dividing the principal by 100 gives the inter- 
est for 60 days at 6%. Develop. 

Example: Find the interest on $500 for 90 days at 5%. 
Solution : 



$5.00 = interest for 60 da. at 6% 
2.50 = " 30 " 6% 

7.50 = " 90 " 6% 

1.25 = " 90 " 1% 

6.25 = " 90 " 5 r /r 



Why? 
Why? 



Solve problems on page 274 by this method. 

To find the rate, time, or principal, the other three terms being given. 
Pages 280, 281. 

Show the relation of simple to compound interest. Pages 299, 300. 
Develop accuracy, speed, and neatness in solving for interest. 
Demand clear statements and solutions. 

XIV.— PARTIAL PAYMENTS— PROMISSORY NOTES. 

Under what circumstances are partial payments made? Consult a 
banker. 

How must the note read? 

Require pupil to draw the note for partial payments, solve, and indorse 
the payments on the back. 



Manual for Normal and Industrial Training. 29 

Solve six problems on pages 286 and 287. 
Study promissory notes as given on pages 305 to 311. 
Inquire at the banks for methods of computing time, etc. 
Study the illustrative problem on page 310. 

Principle for bank discount: The bank discount is always some per 
cent of the amount due at maturity. Explain. 

Explain methods of paying bills at a distance. Pages 312 to 318. 
Study forms of bank and commercial drafts. 
Duty and taxes. 

a. Specific and ad valorem duty. The per cent is computed upon 

what? Problems, pages 322 and 323. 

b. Taxes : Show that taxes do not come under per cent problems. 
Example: What is the tax on $6500 at 5 mills on a dollar? 
Statement: 

$6500 = assessed valuation. 
$0,005 = tax on $1. 

Find the tax. 
6500 x $0,005 = $32.50, tax. 
Problems, pages 324 to 326. 

XV.— INSURANCE, STOCKS AND BONDS. 

INSURANCE. 

1. Problems in multiplication when rate of premium is stated as a 
certain sum per each $100. 

2. Problems in percentage when the rate is stated as a certain rate 
per cent. 

Principle: The premium is always some per cent of the face of the 
policy. 

Problems, pages 327 to 334. 

STOCKS. 

Study the terms used in stock transactions. 

What is meant by "stock quoted at 112, brokerage %." 

Whv is brokerage added when stock is bought and subtracted when 
sold? 

Problems in stock transactions do not come under percentage. Why? 

Studv the illustrative problems and solve a few problems on pages 
338, 339, 340. 

BONDS. 

Difference between stocks and bonds. 
Study the terms connected with bonds. 
Problems in bonds are solved best under percentage. 
Principle: The cost, selling price, income or brokerage is always 
some per cent of the face of the bond. . 

Example: If I buy a 5% bond at 124%, brokerage Ya%, what is the 
rate of income on my investment? 
Statement: 

Let $1000 = face. 

b'/ ( F = income. Why? 

124 %F = cost bond. Why? 

%%F = brokerage. Why? 
Find rate income on cost. 

.05 X $1000 = $50, income. 

124% %F + %%F = 125%F, or total cost. 

1.25 X $1000 = $1250, total cost. 

$50 -r- $1250 = .04 or 4%, rate on cost. 
The last line in the solution is a problem in profit and loss, and should 
be explained as such. 

Solve problems, page 342. 



30 Supplement to Course of Study for High Schools. 

XVI.— MENSURATION. 

1. Lines (one dimension). 

2. Surfaces (two dimensions) . 

a. Triangles. 

b. Quadrilaterals. 

1. Parallelograms. 

2. Trapezoid. 

3. Trapezium. 

c. Circle and ellipse. 

3. Solids (three dimensions). 

a. Prism. 

b. Pyramid. 

c. Sphere. 

1. Begin the study of mensuration with the parallelogram. Area 
equals the product of one side and its perpendicular. See instruction on 
page 212. Problems, pages 372, 373. 

2. From the parallelogram it is an easy step to the triangle. Show 
the relation between the parallelogram and the triangle, and state a rule 
for finding the area. 

Teach the two meanings of the symbol x. In the expression, 3 ft. x 
4 ft., the character x is a symbol of dimension and not of multiplication. 
Explain. 

Solve problems on page 214. 

Rule for area of triangle : The area equals one-half the product of one 
side and its perpendicular. Why? 

3. Trapezoid: By means of a drawing, or with paper and scissors, 
show that a trapezoid equals a rectangle whose length is the average of 
the two parallel sides. 

Rule: The area equals the product of one-half the sum of the parallel 
sides and their perpendicular. 
Problems, pages 217, 218. 

4. Trapezium: Divide the trapezium into two triangles by drawing a 
diagonal. To find the areas of these two triangles, draw the two per- 
pendiculars from this diagonal to the other two vertices. To find the 
area of the trapezium, the dimensions of the diagonal and its two perpen- 
diculars must be given. 

Develop the rule: The area equals one-half the product of the diagonal 
and sum of its two perpendiculars. 

5. Square root : In connection with the triangle develop the square 
root. See pages 357 to 366. Teach the hypotenuse. 

6. Circle: Relation of diameter, radius, and circumference. Pages 
377, 378. 

Area : Study the development on page 379. Problems, page 380. 

7. Ellipse: Area equals the long radius times the short radius 
times - . Illustrate. 

SOLIDS. 

1. Prisms: Development on pages 219 and 381. 

Rule: Volume equals the product of the area of one side and its per- 
pendicular. Develop this rule. 

Problems, pages 221 to 222 and 381 to 385. 

2. Pyramid: Develop the relation between the volume of a prism and 
the volume of a pyramid with same bases and heights. See instruction, 
pages 386 and 387. 

Convex and total surface of prism and pyramid. Pages 384, 388 and 
389. 

3. Sphere: Surface and volume. Pages 390, 391. 
Solve problems, pages 392 to 394. 

4. Cube root by the factoring method. Page 395. 



Manual for Normal and Industrial Training. 31 

PRACTICAL MEASUREMENTS. 

1. Board measure. Page 33. 

2. Plastering, papering, and carpeting. Page 227. 
Longitude and time. Chapter VIII, page 241. 
Proportion and similar figures. Chapter IX, page 249. 

REVIEW SUBJECTS. 

One unit. 

GEOGRAPHY. 

Twelve weeks. 

In addition to the work here outlined it is required that Sutherland's 
The Teaching of Geography be read by all the members of the class and 
be discussed in regular' recitations. 

The following books are also especially recommended for reference : 
King's Methods and Aids in Geography, published by Lothrop, Lee & 
Shepard Co., Boston; McMurry's Special Method in Geography, published 
by Macmillan Co., Chicago. 

1. In the room: (a) A large picture. (Primary Geography, pages 1, 
87, 94, etc.) Learn the names for different parts of a picture. How 
many objects in each part? The most important object? (b) Study 
specimens to tell what is seen, such as a piece of coal, a leaf, grains, 
fruits, etc. 

Describe the schoolroom, playgrounds, the home garden. 

2. Outdoor Observation: A tree; parts of the tree; fruit, etc. Visit 
a place near the schoolhouse and describe it carefully, such as a small 
field, a mill, a foundry, a store, a church. 

Make and record observations of the weather. 

3. Local Geography Begun. — An excursion farther away to observe 
type forms — land forms, like a hill, a valley; water forms, like a pond, a 
brook, a river, etc. (Primary Geography, pages 1-5.) 

Methods. — Draw a map of a field observed. Tell in order objects 
noticed in the field. Visit other fields and report to teacher. Write out 
what is to be seen in a picture. Describe an apple, a horse. Draw a 
plan of the schoolroom (Primary Geography, page 15), school yard. 

References. — Type Studies, McMurry; Home Geography, Fairbanks; 
Field Work in Nature Study, Jackman; Methods and Aids in Geography, 
King; Suggestive Lessons in Geography, King. 

MAP MAKING AND READING. 

1. Draw a plan of the schoolroom to scale; the yard. (Pages 15 and 
. 16.) Study first the principal streets or roads near the schoolhouse. 

Make a map of the same on paper. Use in a general way a scale suitable, 
as, one inch to a quarter of a mile. Print a few names of streets or roads 
on the map. Place the schoolhouse in its proper position, also the church 
or farmhouse and other buildings. 

2. Walk through the streets or along the roads and notice slopes, ele- 
vations, and general features of surface. Observe in what directions 
water flows after or during rain. 

3. Make a second map, adding contour lines, each line showing levels 
five, ten or twenty feet apart. Explain the meaning of the lines. If the 
spaces between the contour lines were filled in with a different color for 
each space, what kind of land would be represented by each color? What 
does color mean on a physical map? Find the lowest point on the map; 
the highest. From the western side of the home town to the eastern 
boundary line, does the surface slope up, or down? What is the slope of 
a still body of water? of a river? How does the land slope from the 



32 Supplement to Course of Study for High Schools. 

eastern boundary of Kansas to the western? What is the meaning- of 
color on a political map? What shows how the land slopes on such a 
map? By what kind of lines are mountains indicated? 

Explain the meaning of ®, e . 42°. Learn how to use the scale. 

Explain the relief map of North America (Primary Geography, page 
26). Make one of plasticine. 

References. — Methods and Aids in Geography, King; Suggestive Les- 
sons in Geography, King; Special Method, pages 1-41, McMurry; Govern- 
ment Maps by the Geographical Survey, Washington, D. C. 

READING AND JOURNEY GEOGRAPHY. 

Use maps or globes to illustrate. (Primary Geography, Part III.) 

1. Take an imaginary trip to Topeka, St. Louis, or Chicago. Study 
situation, on what water, size, people, streets, important buildings, great 
industries, commerce, growth, etc. 

2. Read and talk over other journeys to New York, Washington, 
down the Mississippi, to London, Paris, Venice, St. Petersburg, up the 
Amazon, across the Alps, through the Mediterranean, to Cairo, to Chinese 
and Japanese homes, to see village life in India, Australia and the Philip- 
pines. 

Methods. — Write letters home from these places. Use railroad folders. 
Draw routes taken on journeys. Raised maps and raised globes. 

References. — Special Method, pages 42-198, McMurry; Home Geog- 
raphy, McMurry; Picturesque Geographical Readers, King. 

1. The Air. — Composition. Effect of heat. In motion. Evaporation. 
Condensation. Moisture in air. The circle of the rain. (Primary Geog- 
raphy, pages 5 and 6.) Rains, streams, oceans. [All in a very simple 
way.] 

2. The four seasons studied. Different lengths of day and night. 
Different degrees of cold and heat; simple explanations given. 

3. Direction — right and left. Rising and setting sun — shadow at 
noon. Compass. 

4. Soil — loam, gravel, sand, and clay; appearance and use of each. 
Crops. 

Methods. — Take children into the yard at noon to notice length and 
direction of shadow; compare with compass. Excursions for material, 
such as soils. Observations of rain during a rainfall and its action on 
the ground. Measure rainfall by using a can or pail. 

References. — Physical Geography by Dyer, Physical Geography Reader 
by Dodge, Child and Nature by Frye, Home Geography by Tarr, Talks 
about the Soil by Barnard. 

GENERAL FEATURES OF THE EARTH. 
(Grammar-school Geography.) 

1. A globe, a map, a section, hemispheres, continents, grand divisions, 
land and water hemispheres. Size of grand divisions. Plains, prairies, 
and the people upon them. 

2. Study elevations, a range, a mountain like Pike's Peak, a valley 
like the Mississippi river valley. 

3. Slopes. The coast. Coastal plain. 

4. Tides. Currents. The Gulf Stream. 

Methods. — Take the class to the top of a hill or along a stream. Take 
an imaginary trip to the top of a celebrated mountain, like Pike's Peak. 
An imaginary trip down the Kansas river, or the Mississippi river. 
Sketch the grand divisions in order of size. Draw map of Gulf Stream. 
Give a lesson on the globe. Use maps freely. 

References. — Other geographies, Mill's International Geography, Phys- 
ical Geography by Gilbert & Brigham, Davis, Tarr, etc., Aspects of the 
Earth by Shaler, Suggestive Lessons by King. 



Manual for Normal and Industrial Training. 33 

LIFE. 

1. Vegetable Life: Variety near home. Three plant zones. Trees in 
different zones or belts. Trees in Kansas. Difference in the appearance 
of a tropical and a temperate forest. Vegetation affected by heat, mois- 
ture, dryness, height. Six life regions. 

2. Animal Life: Domestic animals. Wild animals near home. Af- 
fected by climate. Different animals in the polar, temperate, and tropical 
regions. Difference in habits. Six i-egions of animal life. Useful and 
harmful animals. Birds. Fish. 

3. Human Life: Different races living near the school; in the town. 

a. Caucasian race: Characteristics. Subdivisions of the White race. 
Noted men of each subdivision. Difference in habits of English and 
Americans; Germans and French, etc. 

b. Black race: Peculiarities in looks, habits, ideas, etc. Noted repre- 
sentatives. 

c. Yellow race. Brown and Red races. Map of the races. Religions. 
Governments. 

Methods. — Describe wild animals near home. Describe domestic ani- 
mals seen in the town. Draw race map, animal map, etc. Make a list of 
wild flowers and trees near home. Describe flowers raised in home 
gardens. 

References. — The First Book of Birds, Miller; Ocean Wonders, Da- 
mon; The American Natural History, Hornaday; Our Native Trees, 
Keeler; Leaves from Nature's Story Book, Kelley; Bird Studies with a 
Camera, Chapman; Strange People, Starr; American Indians, Starr; 
Big People and Little People of Other Lands, Shaw. 

TRANSPORTATION. 

1. By Water: Rafts, rowboats, sailboats; increases in size; seven- 
masted schooners; steamers; material — wood, iron, steel. Present length 
(700 feet). Good harbors. 

By Rivers: Navigable. Fall line. Difference between rivers of Africa 
and those of Europe. North American and South American rivers. 

By Canals: Important ones, such as the Erie and Welland. Drainage 
at Chicago. Panama; "Soo"; Suez; Manchester; Kiel. 

Noted water routes in the United States. Atlantic routes; Pacific 
routes. 

2. By Land: Wheelbarrows, jinrikishas, bicycles, automobiles, car- 
riages, sleds. Steam railroads: Locomotives, air brakes, safety appli- 
ances, steel rails, viaducts, bridges, signals, time-tables. Express com- 
panies. Mail. Commodities transported. 

3. Causes Affecting Transportation: Influence of physical condi- 
tions. Exchange of goods; products; rates, influences of cheap and quick 
transportation. 

Methods. — Local commerce and transportation in the home town or 
city; in Kansas; center of business; routes of trade; main streets; stores; 
factories. 

References. — Commercial Geography, Redway; Commercial Geography,. 
Adams; American Railroads; The World's Work. 

WEATHER. 

1. Observations; Weather Bureau; weather maps; reading weather 
map. Movements of storms; westerlies; cyclonic storms; studied from 
weather maps. 

2. Climate. — The weather changes. Definition of weather; of cli- 
mate; dry climate; rainy climate; continental climate; oceanic climate. 

—3 



34 Supplement to Course of Study for High Schools. 

Causes: Latitude; altitude; zones of heat; influence of water; hu- 
midity; winds — westerlies, trade winds; calms; ocean currents; moun- 
tains. Rainfall. 

Methods. — Observation of weather. Study and use of Weather Bureau 
maps. Practice telling the climate of a given place from an outline map, 
applying causes affecting climate. Compare results obtained with those 
given in textbook. 

References. — Climate of North America; King's Methods and Aids; 
physical geographies ; Davis's Meteorology. 

3. Latitude and Longitude. 

4. Standard Time. 

a. The earth as a whole. The earth and other planets. The solar 
system. 

b. Daily motion. Yearly motion. Inclination of the axis; results; 
the four seasons; unequal length of day and night; equinoxes; zones. 
Meridians and parallels on a globe. 

c. Explain three causes of the change of seasons. Poles, circles. 
Methods. — Darken the schoolroom. Allow sunlight to enter through a 

small hole. Hold a hand globe in the rays, and by inclining the axis show 
how the sun lights up certain parts. Draw a diag*ram to illustrate change 
of seasons. 

References. — Geographies ; ' astronomies ; Astronomical Geography, 
Jackson; Methods of Teaching Geography, Croker; Mathematical Geog- 
raphy, Johnson. 

NATURE'S PREPARATION FOR MAN. 

1. Changes in the earth's crust. Cooling and folding. Building up 
of North America. 

2. Volcanoes: Mts. Pelee, Krakatoa, Vesuvius, etc. A typical vol- 
cano: Causes; effects. Map of volcanoes. 

3. Earthquakes : Effects. 

4. Weathering, erosion, river, ice; a talus. 

5. Flood plains. 

6. Glaciers; a crevasse; moraines. Ice sheet; effects; drumlin; es- 
kers. How has nature prepared the earth for life? 

7. Man's influence on nature. 

Methods. — Draw a typical volcano. Government map of Shasta, Cal. 
Make a volcano of clay, putty or plasticine. Visit rivers in Kansas and 
notice effect of erosion, flood plains, overflow. Use Curtis's Geograph- 
ical Models. (Mass. Sales Co., Boston.) 

References. — Physical geographies; Russel's North American Vol- 
canoes; Wright's Ice Age; Well's Realm of Nature; Earthquakes, by 
Dutton; Story of Our Continent, Shaler; Man and Nature, Marsh. 

KANSAS. 

1. What people live in Kansas? What races? From what countries, 
are they? Where is the state most thickly settled? 

2. Cities. 

3. Leading occupations. Great industries. 

4. Resources. 

-5. Important railroads. Commerce. Education. Government. 

6. General features. Central position. Area. Boundaries. Sur- 
face. Drainage. Irrigation. Climate. Soil. Striking characteristics of 
the state. 

Methods. — Draw a political map. Print on it the productions. Con- 
sult government map on sand dunes, Kinsley, Kan. Draw a physical 
map in colors; soil map. Study the state by topics. Compare Kansas 
with Missouri. Imaginary trip across the state. 



Maiwal for Normal and Industrial Training. 35 

References. — Different geographies; Bulletin No. 155, "Alfalfa," pub- 
lished by the Agricultural Experiment Station, Manhattan; state docu- 
ments. 

NORTH AMERICA. 

1. Position. Parts. Canada and the United States; characteristics. 
Surface of the United States; its drainage and climate. World power. 
Groups of states, territories, dependencies. 

2. Central States: People compared with the Southern people. 
Leading cities. Each noted for what? In what part is Kansas? 

3. Three other leading states in this group. Study each briefly with 
reference to its leading characteristics. The great industries of the 
group. Agriculture : the wheat and corn belts. Mining. Manufacturing. 
Important products. Domestic commerce and transportation. Railroads. 

4. Causes producing the above conditions. Position. Surface. Drain- 
age, lakes, canals. Climate. Education. 

Methods. — Single-sheet map of United States by U. S. Geological Sur- 
vey; consult government maps on meandering rivers; maps by Mississippi 
and Missouri River Commission, St. Louis, Mo.; use blackboard cloth out- 
line map; study by above topics: use Heath's Progressive Outline Maps; 
on them make a commercial map; pictures of cities and industries; 
Underwood & Underwood's stereographs; imaginary trip down the Mis- 
sissippi river; across the Mississippi valley on a leading railroad route. 

References. — Other geographies; physical geographies; Suggestive 
Lessons, King; Lakes of North America, Russell; National Geographic 
Magazine; The World's Work; Canada in the Twentieth Century, Brad- 
ley; Natural Resources of the United States, Patton; Methods and Aids in 
Geography, King; The Great American Plauteau, Prudden; Practical 
Physiography, Fairbanks. 

5. Western States: California. Gold and silver mining. Deserts. 
Irrigation. Pacific ocean. Commerce. Surface. Drainage. Climate. 
Government maps, such as plateaus, Price river, Utah, Lamar, Granada, 
Colorado. 

6. Southern States: People. Texas and Georgia. Cotton. Sugar. 
Rice. Coal and steel. Cotton manufacture. Mexico. West Indies. 
Panama. Government map of Mt. Mitchell. 

7. Atlantic States: People. Pennsylvania and New York. Wash- 
ington. Philadelphia. New York. Manufacturing. Mining. Foreign 
commerce. Government map of shore lines, as Sandy Hook, Barnegat, 
etc. 

8. New England States: People. Puritan element. Massachusetts. 
Boston. Manufacturing. Fishing. Education. Government map of 
drowned valleys, Boothbay, Maine. 

SOUTH AMERICA. 

1. Striking features. Sections (political map). The three great 
republics — Brazil, Argentina, Chile. Their cities. People in each. 

2. Coffee and rubber in Brazil. Selvas. Tropical vegetation. Amazon 
system. 

3. Cattle on the pampas and llanos. Wool and sheep in Argentina. 
Progressive country. 

4. Nitrate and copper in Chile. Recent growth of this country. 

5. Smaller republics. Interesting places. 

6. General features and causes. Andes and Brazilian systems of ele- 
vation. Plains, rivers. (See relief map.) 

7. Climate; vegetable and animal life; races; mining; products; com- 
merce; government; religion; growth. 



36 Supplement to Course of Study for High Schools. 

Methods. — Compare Brazil with the United States. Compare the Ama- 
zon with the Mississippi; the Andes with the Rockies. Use wall map and 
globe. Use cloth outline blackboard map in developing coast, surface, and 
drainage. Use Underwood & Underwood's stereographs of South Amer- 
ica and other countries. Pictures and slides. Specimens of coffee berry, 
raw rubber, cinchona, cacao bean. Draw commercial map of South Amer- 
ica. Represent production of coffee and wool thus: 

Coffee: World 

Brazil 



Wool: World _ 

Argentina 

United States 

References. — Other geographies; Our American Neighbors, Coe; The 
Great Mountains and Forests of South America, Fountain; Round and 
About South America, Vincent; South America, Herbertson; South Amer- 
ica, Carpenter; The Bolivian Andes, Conway; Through the Republics, 
Marten; Geographical Reader, Rupert. 

EUROPE. 

1. British Empire. Parts. Peoples. Cities. Industries. World com- 
merce. Navy products. 

2. General features and causes. Central position. Size. Surface. 
Drainage. Climate. Education. Culture. Government. Colonies. 

3. Other great countries in a smaller way. France. The French 
peasants. Paris. Vine growing, etc. German Empire. Industries. 
Berlin, etc. Austria-Hungary, Italy, and Russia. Other smaller powers. 

4. Eurasia. General features of Europe — surface, elevations, plains, 
drainage. Climate. Industries. Commerce. Products. Governments. 
Religions. Art. General intelligence. 

Methods. — Apply theoretically the causes affecting climate to the west- 
ern side of Europe. Write down results and compare with the statements 
in the geography. 

Review a country like Germany by comparison with other countries. 
Draw a commercial map of Europe. 

Use constantly the product comparison, and commercial maps given 
in "Review of United States" near end of grammar-school text. 

References. — Suggestive Lessons, King; Methods and Aids in Geog- 
raphy, King; Picturesque Geographical Reader No. 6, King; Among Eng- 
lish Hedgerows, Johnson; How London Lives, Gordon; Along French By- 
ways, Johnson; France of To-day, Wendell; German Life in Town and 
Country, Dawson ; Russia Described by Famous Writers, Singleton ; Our 
European Neighbors (several volumes) ; Modern Europe, Coe. 

ASIA. 

1. Eurasia (relief map). Chief characteristics. Most important 
countries. 

2. India: The people, their habits and customs. Calcutta and other 
cities. Industries. Commerce. General features — shape and coast. Sur- 
face. Drainage. Soil. Climate. Religions. Government. Education. 

3. China, following a similar set of topics. 

4. Japan. 

5. Siberia. 

6. Other countries of Asia. 

7. Summary and general features of Asia — shape, coast, surface. 
"Roof of the world," "The abode of snow." Drainage, climate, life. 



Manual for Normal and Industrial Training. 37 

Methods. — Compare China with Japan; the Alps with the Himalayas; 
Europe and Asia; the size of India and France. Draw a commercial map 
of Asia, a profile from north to south; a rainfall map. Write out the 
geography of Japan or some other country. Write a letter home from an 
Asiatic city, as Benares. 

References. — Little People in Asia, Miller; Asia, Carpenter; Readers, 
Youth's Companion series; Chinese Characteristics, Smith; A Bird's-eye 
View of India, Stevens; Japan as We Saw It, Gardner; Through Asia, 
Sven Hedin. 

AFRICA AND AUSTRALIA. 

1. Characteristics of the grand division. Four parts. 

2. Arabs, Negros, Whites. Subdivisions. 

3. Alexandria, Cairo, Cape Town. 

4. Northern section. Egypt. People. Ruins. Suez canal. Desert. 

5. Interior. Rubber and ivory. 

6. South Africa, Dutch, etc. Gold, diamonds, wool. Important places 
in each section. Mining. Products. Commerce of each section. 

7. General features — shape, coast line, elevations, plateaus, drainage. 
Great rivers and their peculiarities; the Nile — its peculiarities. Irriga- 
tion. Climate. Mohammedan religion. 

8. Animal life. Sport. Present conditions. Colonies. 

9. Australia and the Pacific groups of islands, topically studied. 
Atolls. Volcanoes. Coral reefs. Gold, wool, copra. 

Methods. — Study Egypt and South Africa topically. Compare the Nile 
with the Mississippi. 

Review by having each pupil put on the map as many facts as possible. 
Write letters from interesting places to the folks at home. Make produc- 
tion maps. 

Let each one make out ten good questions for review. 

Illustrate facts thus: 

Gold production : World 

South Africa 

United States 

References. — Africa. Herberston;' A Thousand Miles Up the Nile, Ed- 
wards; Present Day Egypt, Penfield; The Building of the Nile, Peel; 
Actual Africa, Vincent; Impressions of South Africa, Bryce; Australia, 
Old and New, Grey; Australia, Carpenter; The Heart of Australia, 
Gregory. 

INDUSTRIES. 

1. United States: Leading products; agricultural sections in the West, 
South, East; manufacturing centers; where situated. Mining— West or 
East? What products? Fishing — kinds of fish caught. Lumbering — 
where carried on. 

2. Industries of the world. Tropical products. Temperate products. 

3. Commerce — domestic. Commercial routes in United States. Rail- 
roads, canals. Commercial centers in North America. 

4. Foreign commerce. (Commercial map.) Navigation. Great com- 
mercial routes. Chief of articles of foreign commerce. 

5. Centers of commercial activity in the United States. Greatest sea- 
ports in the world. 

Methods. — Use Heath's outline map of the world. Trace great com- 
mercial routes. Name noted seaports. Print leading exports of each 
country. Draw diagrams as in Redway's Commercial Geography: 



a b 



Corn : 

a, United States, b, Rest of the world. 



38 Supplement to Course of Study for High Schools. 

Use wall map of the world — Mercator's projection. Print on it facts 
learned. Make a list of ten leading exports; ten leading imports. 

References. — Commercial geographies: Redway, Adams, Chisholm, 
Trotler. Expansion, Strong; Our Country, Strong; Industries of To-day, 
Rocheleau; Coal and Coal Mines, Greene; Anthracite Coal Industries, 
Roberts; The American Railway; Workers of the Nation (2 vols.) ; 
World's Work; The Soil, King; Practical Agriculture, James; By Land 
and Sea (Companion series) ; Man and His Markets, Lyde. 

GRAMMAR AND COMPOSITION. 

Twelve Weeks. 

Analysis. Five Weeks. 

(Scott-Southworth's Lessons in English, Book II, Part I.) 

Sentence Structure. — Kinds of sentences: declarative, interrogative, 
imperative. 

The Parts of a Sentence: subject, predicate, modifiers. 

Special Words and Their Uses. — Nouns, pronouns, adjectives, preposi- 
tions, conjunctions, verbs. 

Special Study of Verbs in Their Relation to Sentence Structure. — 
Complete, incomplete and complements, transitive. 

Phrases and Clauses. — Introductory words: uses and kinds. 

Analysis. — Devote much time to thorough analysis of sentences. Show 
the value of real analysis. Use examples in the text. 

Parts of Speech. Five Weeks. 
(Scott-Southworth's Lessons in English, Book II, Part II.) 

Note. — Before Part Two of Scott-Southworth's second book is taken up, a week should 
be devoted to the consideration of Part One, in order that the pupils may become ac- 
quainted with this portion of the book as well as for the purpose of comparison with the 
corresponding part of Gowdy already studied. To this end the following suggestions on 
the first five chapters are inserted : 

Chapter I. The main object of this chapter is to introduce the pupil to the sentence 
as a unit of speech. Emphasize the difference between groups of words that are sentences 
and groups of words that are not sentences. The three-fold classification of sentences is 
easily perceived by the pupil and will prepare him for the more difficult classifications that 
follow. 

Do not let the pupil get the idea that a sentence exists only or mainly in a book. In- 
sist upon original examples drawn from his own observation. If necessary, send him to 
the window or to another room, and ask him to report on what he sees. Only by making 
the study concrete at the start can the usual parrot-like repetition of the text be avoided. 
Encourage the pupils also to bring in examples from newspapers, magazines and books that 
they are interested in. 

Chapter II. Here begins the analysis of the sentence with the all-important distinc- 
tion of the subject and the predicate. Simple as the distinction seems, it is rarely com- 
prehended by pupils of this grade, even after they have learned to make the mechanical 
division. Considerable time and not a little pains and ingenuity, therefore, may be profit- 
ably spent in fixing the idea firmly in mind. If the teacher can make the pupil conceive 
of the sentence as an organic whole, with members that have different kinds of work to 
do, the foundation will be laid for mastering all the subsequent grammatical relations. 

The following is a useful exercise: Read to the class a short and simple passage of 
poetry or prose. Then ask, What is the writer talking about? When this question has 
been answered in a single noun, write the word on the board and draw a vertical line 
after it. Then ask, What does he say about' it ? A little adroit questioning will bring out 
a single verb, which can be written on the board after the vertical line. Then point out 
that the word before the line is the subject of the sentence, the word after the line the 
predicate. This exercise should be many times repeated until the relationship of the two 
parts to each other and to the sentence as a whole is firmly grasped. 

The office of the modifiers may be taught in the same way. 

Make frequent use of sentences, composed by the pupil 'and of sentences from their 
reading. 

Do not be satisfied with mechanical answers. Make sure that the pupils feel the rela- 
tionship of the object to the predicate and of the modifiers to the words they modify. 
Dwell especially upon the uses of these parts in bringing out the complete thought. 

Chapter III. The term Parts of Speech is frequently misunderstood. Try to discover 
what ideas the pupils attach to it, and clear up all misconceptions. Throw emphasis upon 
the different kinds of work that each part of speech has to do in expressing the thought ef 
the sentence. < 



Manual for Normal and Industrial Training. 39 

To teach the use and value of pronouns, dictate a passage of some length in which 
nouns are substituted for all the pronouns. Then require the pupil to write the proper 
pronouns over the nouns and note the improvement in clearness and brevity. 

Sec. 49. Do not begrudge time spent on the antecedent. See that the word is under- 
stood, and drill the class until all can make the reference quickly and unerringly. 

Sec. 57. It can not be too often repeated that the class into which a word falls is 
determined not by its form but by its use. Drive this idea home. 

Sees. 59-64. Do not spend too much time on the kinds of adjectives. The classifica- 
tion is interesting, but it is not so important as other things in this chapter. 

Take plenty of time for this chapter and review it carefully with the aid of the 
summary. 

Chapter IV. Throughout this chapter work steadily from the simple to the more 
complex. Try to make the pupils realize that a sentence is a composite structure in 
which the essential elements are added to or modified in one way or another to complete 
the whole. Do not let them at any time lose sight of the simple underlying frame work. 

Do not let the definitions get the start of examples. Begin always with examples. 
See that their meaning is clear and their force appreciated. Then let the definition follow 
as a convenient description of what is actually present in the sentence. 

The various complements are rarely distinguished with sufficient clearness. Ply the 
pupils with examples until they perceive the difference in use. Do not mistake glibness in 
reciting definitions for real grasp of underlying notions. See that all vagueness is cleared 
away before the next subject is taken up. 

Sec. 128. Use this outline to review the preceding sections. 

Sees. 137-145. The essential idea here is the fact that the clause does the same work 
in the sentence as the adjective or the adverb. Make this clear before going on. 

Sec. 164. Use the summary in reviewing 130-163. 

Chapter V. Properly conducted, sentence-analysis is one of the most useful forms of 
mental exercise. To be of any value, however, it must start from the idea of the sentence 
as a whole. Use only sentences that the pupil can grasp in their entirety, and at every 
point in the analysis make sure that he understands the relation of the part to the whole. 
Do not accept a mere formula as evidence that the process of analysis is proceeding satis- 
factorily. Ask questions that will draw out what is in the pupil's mind. Often the 
simplest method of ascertaining whether the pupil really knows what he is doing is to ask 
him to read the sentence aloud. 

Chapter VI : Beginning with this chapter the various parts of speech 
are taken up in detail. The particulars under this head are so important 
and lend themselves so readily to routine drill that there is danger of the 
larger principles being forgotten. It is well, therefore, to bring in at 
intervals exercises in sentence-analysis and reviews of preceding chapters. 

Sees. 183-186. Do not dwell long upon these distinctions. 

Sec. 220. This, one of the most difficult parts of English grammar, 
calls for both knowledge and common sense. Whatever method is adopted, 
pains should be taken to see that the pupil is not confused. 

Sees. 242-247. Emphasize the fact that parsing is only another kind 
of analysis, in which the sentence is separated into still smaller elements. 

Opinions differ as to the value of parsing and the extent to which it 
should be carried as a drill. The wise teacher will use it with moderation, 
stopping at the point where it threatens to degenerate into a mere clutter 
of meaningless phrases, and always testing carefully the pupil's under- 
standing of the formula. In general it may be said that the simplest 
form of parsing is always the best. 

Sec. 249. Use the summary for reviewing the chapter. 

Chapter VII: Review pp. 18-20. The pronoun presents peculiar dif- 
ficulties, partly because pronouns have a great variety of uses, some of 
them idiomatic and apparently illogical, and partly because a feeling for 
the finer uses of the pronoun is in most cases lacking. Interesting ex- 
amples of good prose or poetry and much repetition of the right form are 
the most effective aids in meeting these difficulties and overcoming them. 
It is well to go slowly. 

Sec. 264 (c). Do not let the pupils get the idea that the omission of 
the relative is wrong or ungrammatical. 

Sec. 288. The distinction between these two forms is rarely under- 
stood. 

Sees. 297-303. Pay especial attention to the relation of the pronoun 
to its antecedent. Make the pupil see how this relation serves to link 
together the parts of the sentence. 



40 Supplement to Course of Study for High Schools. 

Sees. 304-310. Many repetitions will be necessary in order to fix the 
case-forms in mind and make their right use part of the pupil's daily 
speech. Exercise 162, being especially useful for this purpose, should 
be returned to at intervals. 

Sec. 313. The terms restrictive and coordinate will be useful later. 
See that they are understood. 

Chapter VIII: Review pp. 24-27. 

Sees. 316-321. Do not spend too much time on this part of the chapter. 

Sec. 326. A bit of historical grammar at this point will make the list 
interesting and serve to fix the irregular forms. See O. F. Emerson's 
History of the English Language, or the excellent treatment of the sub- 
ject in R. Morris's Historical Outline of English Accidence (Macmillan), 
pp. 107-110. 

Sees. 336-345. The errors here cited are common and persistent in the 
speech of both young people and adults. Now is the time to root them 
out if possible, or if not, at least to make a beginning. 

Chapter IX : Review pp. 20-23, 43-54. 

This being the longest and hardest in the book, and also being of prime 
importance, will naturally occupy the greater part of the year. In the 
teaching of the verb, keep in mind that many of the definitions, dis- 
tinctions, and principles call for a rather high grade of thinking. They 
present abstractions that young people can not be expected to grasp at 
once. Therefore the work should proceed deliberately and much use 
should be made of concrete illustration. Here is the point where the 
teacher must be especially vigilant in order that memorizing of the text 
may not take the place of understanding of the principle. 

Sec. 363. Avoid giving the pupil the idea that the irregular verbs 
are inferior in some way to the regular. 

Sec. 363. Review Exercise 181 at intervals, introducing other verbs. 

Sec. 383. Take pains to see that the term Principal Parts is under- 
stood. 

Sec. 384. Exercise 187 and 188 may be repeated now and then with 
profit. 

Sees. 420-430. Take plenty of time for this difficult part of the chapter. 
Use examples freely before calling for the definitions and principles. Ex- 
ercise 198 will be found especially useful for fixing the meanings of the 
various kinds of phrases. 

Sec. 433. Use the summary for a thorough review. 

Sees. 434-461. Time devoted to these sections will be well spent. The 
exercise should be many times repeated. 

Chapter X : The subject matter of this chapter needs careful illus- 
tration and explanation. Pupils usually mistake the gerund for the 
present participle, and are frequently bewildered by the many uses of 
the infinitive. The summaries in sections 478 and 492 will assist in clear- 
ing up this confusion. 

Sees. 487-488. The features in which the two participles differ should 
be clearly understood. The past participle always gives trouble. 

Chapter XI : The grammar of adverbs, being comparatively simple, 
presents few difficulties. Pupils are sometimes confused, however, by 
the fact that noun clauses and adjective clauses, as well as adverb 
clauses, may be joined to the rest of the sentence by means of conjunc- 
tive adverbs. See that there is no misunderstanding on this point. 

Sec. 505. Phrase adverbs are so numerous and occur so frequently 
that special attention may be drawn to them. Emphasize their use. 

Sec. 514. Make a special attack upon most in the sense of almost. 

Chapter XII: The prepositional phrase is the starting point for the 
study of the preposition. Make clear the difference between prepositions 
and conjunctions, and between prepositions and such adverbs as are 
mentioned in section 521. 



Manual for Normal and Industrial Training. 41 

Chapter XIII: Sec. 526. The distinction between coordinating and 
subordinating conjunctions is important. Be sure that the terms are 
understood. 

Sec. 534. The classification of adverb clauses is useful. It should be 
committed to memory. 

Chapter XIV: Though not so important for technical grammar as 
the other parts of speech, interjections are extremely interesting. An 
agreeable hour may be spent in examining and classifying interjections 
that the pupils have picked up in conversation or in their reading. 

Chapter XV: By means of the Summaries in this chapter the essen- 
tial features of the entire book may be conveniently passed in review. 
^Pupils should be required to memorize the outlines and be prepared to 
write them on the board when asked to do so. Then, by means of suit- 
able questions on each catchword, the details under the various heads 
can be brought out. In this way an impression may be gained of the 
whole system, or logic, of the subject. Emphasis should everywhere be 
thrown upon the structure of the sentence and the use of its various ele- 
ments. 

In the course of the review try to discover what parts of the subject 
are still obscure. Go over these parts again and again, until all mis- 
conceptions are removed. It is hardly necessary to advise that plenty 
of time should be allowed for this review. It is the most important fea- 
ture of the year's work. 

Composition. Two Weeks. 
(Scott-Southworth's Lessons in English, Book Two, Part Three.) 

Part III of Book II contains a course in English composition. This 
may be (1) taught just as it stands, (2) interspersed with lessons in 
grammar, or (3) used as materials for composition work, the teacher 
making her own selections and pursuing any order she chooses. If the 
last named method is adopted, the following suggestions may be helpful: 

The object of the work in composition is to enable the pupil (1) to 
talk or to write freely and correctly, as well as intelligently, within the 
range of his knowledg-e, (2) to give sound reasons for the forms of 
expression that he uses, and (3) to discriminate fairly well in his choice 
of words. This threefold object can be attained only by frequent exer- 
cise, both in speaking and in writing, upon a great variety of subjects 
and in a considerable variety of forms. The exercises should be supple- 
mented by constant attention to the forms of speech used in the daily 
recitations. 

The best subjects are such as (1) are drawn from the pupil's own 
experiences, observation, or taught, (2) are within the range of his 
powers, and (3) arouse a spontaneous interest. If pupils are interested 
in music, let them write on music; if they are interested in pet animals, 
let them write on that subject. The teacher should be constantly on the 
alert to discover new subjects on which individual pupils will be eager 
to write or to speak. 

The forms of composition most useful are letters, narratives, and 
descriptions. To these may be added simple explanations and argu- 
ments upon questions about which the pupils have decided opinions. 

Study Lessons I-III for the uses of capitals, punctuation, and quota- 
tion marks. 

Synonyms. Use Lessons IV and V. .Properly taught, this study will 
greatly increase the vocabulary of the child. Words, however, should 
always be used in connection with other words, and whenever possible 
this study should be connected with the pupil's reading, writing, and 
speaking. Teach the use of the dictionary in looking up the meanings 
of words, but be sure that the definitions are understood. 

Choice of Words: Lessons VI-XII. 



42 Supplement to Course of Study for High Schools. 

Letter Writing. Most of the written exercises of whatever kind 
may take the form of letters, thus affording practice in the use of cor- 
rect forms. 

Review the technical features of the letter form by means of Lessons 
XIII, XIV and XIX, selecting the essentials. Give variety to these 
exercises by utilizing current happenings in the school. 

Narrative Writing. Study Lessons XX-XXIII and use the subjects 
on pages 283 and 284, supplementing them by others drawn from current 
events. In connection with Lesson XXII, call for the best story that the 
pupil knows and let it be told orally. Have all members of class write 
stories. 

Descriptive Writing. Study Lesson XXX and assign a few exercises 
drawn from personal observation of nature. Try to cultivate keenness 
of observation and accuracy in noting the facts observed. The letter 
form will be useful here. If additional exercises in description are de- 
sired, Lessons XXXVI-XXXVIII will furnish an abundance of good sub- 
jects. 

READING. 

Twelve Weeks. 

This outline on reading was prepared by A. A. Reed, and is based upon Sherman and 
Reed's Essentials of Teaching Reading, 1909 edition. 

INTRODUCTION. 

The following forty-four lessons in reading have been planned to meet 
the requirements of the course in normal training and are based on the 
experience of classroom work. Each lesson is to have approximately 
three minutes given to technical drill on articulation or on the use of 
diacritical marks, five minutes to memory recitations, twelve minutes 
to the discussion of the text, and twenty minutes to oral reading. 

The selections for memorizing are given in such numbers that mem- 
bers of the class may have different assignments. Some of the shorter 
ones should be memorized by all, especially those by Robert Louis Steven- 
son. Each member of the class should memorize one short and one long 
poem a week. C. G. V. stands for Child's Garden of Vetrses, P. for 
Penniman. References by figures only are to the volumes of Graded 
Poetry. 

It is not intended that all questions for review should be discussed. 
These contain the essence of the chapter. They serve as guides to the 
pupil in studying the lesson. Generally it will suffice to discuss the ones 
that need more light. It is a good plan to have the pupils prepare to 
write the outline of the chapter. It is a helpful feature in preparing the 
lesson. Occasionally a few minutes may be taken for the reproduction of 
this outline from memory before beginning the discussion. 

The outline of American authors is given to assist the pupils in secur- 
ing a correct localization of the writer in point of time, as well as a view 
of their relative rank. The class should memorize the outline for the 
general information contained. • It will not be necessary to spend time 
discussing it, except as it comes in naturally with the poems memorized. 



Manual for Normal and Industrial Training. 43 

AMERICAN AUTHORS. 

A. Colonial period. (1607-1765.) 

John Eliot, Cotton Mather, Jonathan Edwards. 

B. Revolutionary period. (1765-1789.) 

a. Prose: Benjamin Franklin, Thomas Jefferson, James 

Madison, Alexander Hamilton, John Adams. 

b. Poets: John Trumbull, Francis Hopkinson. 

c. Orators: Patrick Henry, Josiah Quincy. 

C. Period of the republic. (1789 to present time.) 

1. National beginning's. (1789-1815.) 

a. Poets: Francis Scott Key, Joseph Hopkinson. 

b. Biographers: John Marshall, William Wirt. 

c. Essayists: Thomas Paine, Noah Webster. 

d. Orators: Fisher Ames, John Randolph. 

2. Golden age. (1815-1870.) 

a. Poets: William Cullen Bryant, Joseph Rodman Drake, 

Fitz-Greene Halleck, Edgar Allen Poe, John Green- 
leaf Whittier, Henry Wadsworth Longfellow, Alice 
and Phoebe Cary. 

b. Historians: William H. Prescott, George Bancroft, John 

Lothrop Motley. 

c. Essayists: Washington Irving, Ralph Waldo Emer- 

son, James Russell Lowell, Oliver Wendell Holmes. 

d. Humorists: Carles F. Browne ("Artemus Ward"), David 

R. Locke. 

e. Orators : Daniel Webster, Edward Everett, Henry Ward 

Beecher, Wendell Phillips. 

f. Novelists: James Fenimore Cooper, Nathaniel Haw- 

thorne, Harriet Beecher Stowe. 

3. Present age. (1870 to present time.) 

a. Poets: Thomas Bailey Aldrich, Sidney Lanier, Celia 

Thaxter, Walt Whitman, Eugene Field, James Whit- 
comb Riley. 

b. Historians: John Bach McMaster, John Fiske, Theodore 

Roosevelt, Edward Eggleston. 

c. Essayists: John Burroughs, Edward Everett Hale, George 

William Curtis, Charles Dudley Warner, Hamilton 
Wright Mabie. 

d. Humorists: Samuel L. Clemens ("Mark Twain"), Robert 

J. Burdette. 

e. Orators: James G. Blaine, William Jennings Bryan. 

f. Biographers: John Hay, Ulysses S. Grant, Julian Haw- 

thorne. 

g. Novelists: William D. Howells, Henry James, Frank R. 

Stockton, Mary E. Wilkins, Lewis Wallace, Helen Hunt 
Jackson, Francis Bret Harte, George W. Cable, Thomas 
Nelson Page, James Lane Allen. 

MATERIALS. 

Essentials of Teaching Reading, Sherman and Reed. University 
Publishing Company, Lincoln, Neb. 

Academic Dictionaries, one for each member. 

Set Graded Poetry Readers, First to Eighth Year. Charles E. Mer- 
rill Company, New York. 

The School Poetry Book, Penniman. D. C. Heath & Co., Chicago. 

A Child's Garden of Verses, Stevenson. Rand, McNally & Co., 
Chicago. 

Elements of Literature and Composition, Sherman. University 
Publishing Company, Lincoln, Neb. 



44 Supplement to Course of Study for High Schools. 

Reading: How to Teach It, S. L. Arnold. Silver, Burdett & Co., 
Chicago. 

How to Tell Stories to Children, S. C. Bryant. Houghton, Mifflin 
& Co., Chicago. 

Teaching of English in the Elementary and Secondary School, 
P. Chubb. Macmillan Company, Chicago. 

How to Teach Reading in Public Schools, S. H. Clark. Scott, 
Foresman & Co., Chicago. 

Lesson I. — Time. 

Read chapter 13, and chapter 14 to "Labials," page 151. 

Study chapter 1, to middle of page 9. 

Discussion of first ten questions, page 12. 

First six stanzas of Gray's "Elegy," page 207, for practice. 

Reference: Clark, chapter 1. 

Exercises 1 and 2, page 151. 

For memory: "He Who Would Thrive," Franklin. 1-12. 

"Hurt No Living Thing," Christiana G. Rossetti. 3-50. 

"September," Helen Hunt Jackson. 4-62. 

Lesson II. — Time. 

Complete chapter 1, with discussion of the remaining questions and 
suggestions. 

Rules 1 and 2, page 141. 

Study page 208 for practice in time. Insist on the use of the diction- 
ary and the encyclopedia for all words of uncertain pronunciation or 
meaning. 

For memory: "Seven Times One," Jean Ingelow. 1-48. 
"Suppose," Phcebe Cary. 3-50. 
"The Old Oaken Bucket," Woodworth. 4-71. 

Lesson III. — Time. 

Study of "Paul Revere's Ride," pages 219-223, for practice in varying 
time. 

All memorize "Windy Nights" for practice in rapid time. 

Exercises 3 and 4. Articulation. 

For memory : . Robert Louis Stevenson. 

"Windy Nights," C. G. V. 22. 

"The Wind," C. G. V. 52. 1-16. 

"At Morning." 8-92. 

"Where Go the Boats," C. G. V. 46. 

Lesson IV. — Grouping. 

Study chapter 2, entire. Discussion of review questions. In connec- 
tion with the last, note that the first example contains a restrictive 
clause, with the emphasis on the word "hurt." Purists insist that the 
relative "that" should be used. This would be convenient. Unfortu- 
nately, writers do not follow the dictum, so it is valueless. 

Drill in pronunciation and definition. Smithy, sinewy, forge, bellows, 
chaff, village, paradise, catch, sorrowing. Apply rules 1, 2, 4, 5 and 6, on 
pages 141, 142. 

"The Village Blacksmith" for practice. Be sure that the reader and 
listeners form a definite picture of the "spreading chestnut tree" over- 
shadowing the low "smithy." A group division after "smithy" would be 
justified. Next they must add the "smith," so placed that the details 

In the fourth stanza, "look in" should form one group, as should also 
"mighty." 

In the third stanza there should be four groups in the first line. The 
smith must be at work at his anvil. The noise of the bellows and the 



Manual for Normal and Industrial Training. 45 

sound of the hammer must arise in imagination, followed by the slow, 
measured tones of the church bell, to which the latter is likened, then by 
a glimpse of the sunset. 

In the fourth stanza, "look in" should form one group, as should also 
""that fly." The grouping as suggested in the text would make the sparks 
fly from the threshing-floor. 

In the fifth stanza there should be a group division after "pray." The 
smith is seen "among" a large family of boys. The service must be heard. 

For memory: "Good Morning," Browning. 1-40. 
"The Owl," Tennyson. 3-69. 
"Nikolina," Celia Thaxter. 4-88. 

LESSON V. — Grouping. 

Study of "Barbara Frietchie," pages 217-219, for grouping. Have 
some of the stanzas marked. 

Have a simple prose selection from a primary reader marked for 
grouping. 

Reference: Sherman, chapter 25. Clark, chapters 1 and 4. 

Exercises 5 and 6, Articulation. 

For memory: "Boats Sail on the Rivers," Rossetti. 1-18. 

"I Remember, I Remember," Hood. 3-70. P. 41. 
"Ariel's Song" Shakespeare. 4-7. 

Lesson VI. — Emphasis. 

Study chapter 3 to bottom of page 23. 

Use the first reader to illustrate emphasis. Have the pupils mark and 
then read lessons assigning a different one to each. Better results can 
be secured by using first these simple exercises that have no mechanical 
difficulties. Choose selections that have consistent paragraph relations. 
References: Clark, chapters 2, 8 and 9. 
Rules 3 and 4, page 141. 
For memory: Robert Louis Stevenson. 
"Autumn Fires," 1-19. 
"The Land of Nod," C. G. V. 60. 
"From a Railway Carriage," 4-7. 

Lesson VII. — Emphasis. 

Assign individual lessons from advanced first reader or from second 
reader. 

Exercises 7 and 8, Articulation. 

For memory: Robert Louis Stevenson. 

"Rain," 1-17. 

"Bed in Summer," C. G. V. 13. 1-67. 

"Young Night Thoughts," C. G. V. 15. 

Lesson VIII. — Expression. 

Study Chapter 12. 

Discuss review questions page 136. 

Rules 5 and 6 page 142. 

For memory: Christina G. Rossetti. 

"Who Has Seen the Wind?" 1-15. 

"The Swallow," 3-32. 

"There's Nothing Like the Rose," 4-8. 

Lesson IX. — Emphasis. 

Continue chapter 3 to "Illustrative Lessons," page 26, and discuss 
review questions, page 32. 

Drill exercises from second reader. 

Exercises 9 and 10, Articulation. 

For memory: "A Dewdrop," Frank Dempster Sherman. 1-18. 



46 Supplement to Course of Study for High Schools. 

"The Piper," Blake. 3-10. 

"Jack in the Pulpit," Clara Smith. 4-11. 

"The Brook," Tennyson. Page 7. 

Lesson X. — Emphasis. 

Drill exercises from second or third reader. 

Study "Illustrative Lessons," pages 26-31. If these exercises are read, 
they should be taken from primary readers, not from the text. "The Nut 
in the Forest" is another example of the first type. "The Three Goats" 
is an example of the second type. 

Marking and pronunciation of words on page 143, illustrating rules 1 
to 6. • 

For memory: "Sleep, Baby. Sleep," 1-21. 

"The Voice of Spring," Mary Howitt. 3-16. 
"Hohenlinden," Thomas Campbell. P. 30. 

Lesson XI. — Inflection. 

Study chapter 4. Discussion. For practice, exercise on pages 37, 38. 

Reference : Clark, chapter 2. 

Exercises 11 and 12, Articulation. 

For memory: Felicia Dorothea Hemans. 

"Casabianca," 4-16. 

"Night-scented Flowers," 3-63. 

"The Landing of the Pilgrims," 5-33. 

Lesson XII. — Force. 
Study chapter 5. 

Lincoln's "Gettysburg Address," pages 211-212. 
Drill on diacritical marks. All sounds of "a," with type words. 
For memory: Alfred, Lord Tennyson. 

"Little Birdie," 1-39. 

"The Throstle," 3-22. 

"Sweet and Low," 4-82. 

Lesson XIII. — Force. 

Study "Liberty and Union," pages 214-215. 

Exercises 13, 14 and 15, Articulation. 

For memory: "The Baby," MacDonald. 1-37. 

"The Violet," Jane Taylor. 3-23. 

"A Boy's Song," James Hogg. 3-7. 4-14. 

Lesson XIV. — Quality. 

Study chapter 6, with exercises for practice. 
References: Sherman, chapter 22. Clark, chapter 3. 
Diacritical marks. All sounds of "e," with type words. 
For memory: William Allingham. 

"Robin Redbreast," 1-43. 

"Wishing," 3-9. 

"The Fairies," 1-70. 

Lesson XV. — Examination — Mecho.nics of Reading. 
Lesson XVI. — Types and Figures. 

Chapter 7, to Metonymy. 
Reference: Sherman, 11-13. 

The memory exercises offer good material in figures. 
Diacritical marks. All sounds of "i" and "y," with type words. 
For memory: "The Land of Counterpane," Stevenson, C. G. V. 33. 
P. 2. 

"My Bed is a Boat," Stevenson. 1-45. C. G. V. 58. 

"Daisies," Frank Dempster Sherman. 1-66. 



Manual for Normal and Industrial Training. 47 

Lesson XVII. — Types and Figures. 

Complete the text of chapter 7. Analyze exercises on page 64-65. 
The first quotation might have been written : 

"Silently one by one, like flowers in infinite meadows, 
Appeared the lovely stars, like forget-me-nots of the angels." 
Or again, 

"Silently one by one, in infinite meadows appearing, 
Blossomed the lovely flowers, the forget-me-nots of the angels." 
Either would have preserved the form and satisfied the demands of 
meter, giving approximately the same meaning. Let the class decide the 
exact difference, and the advantage in the form the poet chose. 
Exercises 16, 17 and 18, Articulation. 
For memory : Frank Dempster Sherman. 
"Wizard Frost," 1-83. 
"The Four Winds," 3-26. 
"May," 6-94. 

Lesson XVIII. — Types and Figures. 

Study "The Chambered Nautilus." 

Diacritical marks. All sounds of "o," with type words. 

For memory: "Little White Lily," MacDonald. 1-60. 

"The Violet," Lucy Larcom. 3-27. 

"Jack Frost," Hannah Gould. 3-88. 4-18. 

Lesson XIX. — Types and Figures. 

Study the figures of Gray's "Elegy," pages 207-210. 
Exercises 19 and 20, Articulation. 
For memory: Henry W. Longfellow. 

"Rain in Summer," 4-9. 

"The Children's Hour," 4-20. 

"Excelsior," 5-89. 

"Hymn to the Night," 7-81. 

"A Psalm of Life," 5-82. 

"The Day is Done," 5-37. 

Lesson XX. — Drill Lesson. 

"The Southern Soldier," pages 213-214. 

Diacritical marks. All sounds of "u," and the diphthongs, with type 
words. 

For memory: Henry W. Longfellow. 

"Ship of State," 8-67. 

"The Arsenal at Springfield," 8-65. 

"Daybreak," 7-78. 

"The Builders," 6-83. 

Lesson XXI. — Effects. 

Study of chapter 8, through page 73. 
Assign the exercises suggested on page 73. 
Reference: Sherman, chapters 14-17. 
Exercises 21 and 22, Articulation. 
For memory: Robert Browning. 

"Incident of the French Camp," 8-43. 

"Apparitions," 8-45. 

"How They Brought the Good News," text, pages 239- 
240. P. 79. 

Lesson XXII.— Effects. 
Exercises, page 78. 
Diacritical marks. The consonants. 
For memory: "I Love You, Mother," Joy Allison. 1-86, 3-92. 

"Marjorie's Almanac," Aldrich. 3-94. 

"Consider," Rossetti. 3-86. 



48 Supplement to Course of Study for High Schools. 

Lesson XXIII. — Effects. 

Study the "effects" in the first stanza of "How They Brought the 
Good News from Ghent to Aix," pages 239-240. 
Exercises 23 and 24, Articulation. 
For memory: Charles Kingsley. 

"The Three Fishers," 6-19. P. 72. 

"The Lost Doll," 1-42. 

"A Farewell," 4-80. 

"The Sands of Dee," 5-60. 

Lesson XXIV. — Effects. 

Complete "How They Brought the Good News from Ghent to Aix." 
Mark and pronounce list of words commonly mispronounced. 
For memory: James Russell Lowell. 

"The First Snowfall," 6-16. 

"The Present Crisis," 8-77. 

"The Finding of the Lyre," 7-83. 

Lesson XXV.— Effects. 

Study "The Death of Little Nell," pages 236-237. 

Exercises 25 and 26, Articulation. 

For memory: "The Little Plant," Kate L. Brown. 1-58. 

"The Tempest," James T. Field. 3-74. 

"A Song," James Whitcomb Riley. 4-30. 

"Before the Rain," Aldrich. 6-92. 

Lesson XXVI.— Effects. 

Complete "The Death of Little Nell." 

Exercise in diacritical marks. 

For memory: "If I were a Sunbeam," Lucy Larcom. 1-78. 

"November," Alice Cary. 3-65. 

"The Wind in a Frolic," William Howitt. 4-48. 

Lesson XXVIL— Effects. 

Make an examination of second, third and fourth readers for material 
containing effects. Have illustrations read in class. 
Exercises 27 and 28, Articulation. 
For memory: "How the Leaves Came Down," Susan Coolidge. 1-81. 

"Thanksgiving Day," Lydia M. Child. 3-32. 

"A Fairy Tale," Helen Gray Cone. 4-51. 

Lesson XXVIII. 

Study and read "Abraham Lincoln," pages 212-213. 

Exercise in diacritical marks. 

For memory: "Lady Moon," Lord Houghton. 1-92. 

"Good Night and Good Morning," Lord Houghton. 1-89. 

"Answer to a Child's Question,". Coleridge. 3-90. 

From "Rime of the Ancient Mariner," Coleridge. 4-43. 

Lesson XXIX. 

Study and read "Abraham Lincoln," pages 212-213. 

Exercises 29 and 30, Articulation. 

For memory: "Good Night," Victor Hugo. 1-22. 

"O, Little Town of Bethlehem," Brooks. 3-73. 

"Night," Blake. 4-42. 



Manual for Normal and Industrial Training. 49 

Lesson XXX. — Examination. 
Lesson XXXI. — Primary Reading. 

Study chapter 9, through page 85. 
Discussion of first nine questions, page 102. 
Exercises 31 and 32, Articulation. 
For memory: William Shakespeare. 

"Ariel's Song," 1-69. 

"Over Hill, Over Dale," 3-21. 

"Hark!" 4-44. 

Lesson XXXII. — An Eclectic Method. 

Chapter 9 to the word list, page 88. 
Discussion of questions 10 to 24. 
For memory: William Shakespeare. 

"A Violet Bank," 5-7. 

"Orpheus With His Lute," 6-40. 

"Good Name," 7-7. 

"Polonius's Advice," 8-8. 

Lesson XXXIII. — An Eclectic Method. 

Chapter 9 to phonics, page 91. 
Discussion to question 31. 
Exercises 33 to 34, Articulation. 
For memory: William Shakespeare. 

"A Sea Dirge," 5-17. 

"The Downfall of Wolsey," 7-10. 

"The Quality of Mercy," 8-10. 

"Silvia," 8-10. 

"Adversity," 8-11. 

"Moonlight," 8-12. 

Lesson XXXIV. — An Eclectic Method. 

Chapter 9 to "Course in Primary Reading," page 94. 

Discussion of question 42. 

For memory: "The Cow," R. L. Stevenson. 1-62. 

"Thank You, Pretty Cow," Jane Taylor. 1-59. 

"Milking Time," Rossetti. 1-63. 

"A Song," Riley. 3-29. 

"The Brook Song," Riley. 4-22. 

"A Southern Shower," Riley. 4-59. 

Lesson XXXV. — Course in Primary Reading. 

Discussion of "Course in Primary Reading," chapter 9. 

Study chapter 15. 

Exercises 35 and 36, Articulation. 

For memory: Sir Walter Scott. 

"Hie Awav," 1-73. 

"Lullaby," 3-87. 

"My Native Land," 6-75. P. 26. 

"Soldier, Rest!" 7-28. P. 34. 

"Coronach," 8-27. 

"Lochinvar." P. 14, text, pages 216-217. 



.50 Supplement to Course of Study for High Schools. 

Lesson XXXVI. — Methods in Intermediate Reading. 

Study chapter 16 to top of page 178. 

Study with the class one or two sets of second readers. 

For memory: John Greenleaf Whittier. 

"Indian Summer," 3-6. 

"The Barefoot Boy," 4-73. 

"The Huskers," 5-27. 

"The Frost Spirit," 3-67. 

Lesson XXXVII. — Methods in Intermediate Reading. 

Complete chapter 16. 

Study the third reader. 

Exercise 37, Articulation. 

For memory: William Cullen Bryant. 

"Robert of Lincoln," 4-27. 

"The Yellow Violet," 4-52. P. 62. 

"The Gladness of Nature," 5-9. 

"Song of Marion's Men," 6-33. P. 17. 

Lesson XXXVIII. — Dramatization. 

This work can be given in any grade, using material adapted to the age 
of the pupils. In mixed schools it should be limited to rare occasions, as 
it naturally attracts the attention of all in the room, and requires too 
much time for limited schedule. 

Finish chapter 9. Dramatize several selections of different types. 

For memory: The selections for dramatization. 

Lesson XXXIX. — Silent Reading and Expression. 

Study chapter 17 to middle of page 190. 
Study "Lochinvar," pages 216-217. 
Exercise 38, pages 160-161. 
For memory : William Cullen Bryant. 

"March," 6-47. 

"To the Evening Wind," 6-57. 

"To a Waterfowl," 7-72. P. 77. 

Lesson XL. — Silent Reading and Expression. 

Complete chapter 17. Discussion of review questions. 
For memory: Ralph Waldo Emerson. 

From "Woodnotes," 7-76. 

"Duty," 8-62. 

"Concord Hymn," 8-62. 

"Each and All," 8-63. 

Lesson XLI. — Division of the Recitation and Assignment of the Lesson. 

Study of chapter 10. 

Study "The Lady of Shalott," Parts I and II, pages 228-230. 

For memory: Alfred, Lord Tennyson. 

"The Shell," 5-62. 

"Break, Break, Break," 6-56. 

"The Bugle Call," 7-50. 

Lesson XLII. 

Complete "The Lady of Shalott." 

For memory : Oliver Wendell Holmes. 

"Old Ironsides," 6-76. P. 26. 

"The Last Leaf," 8-74. 

"The Chambered Nautilus," 8-73. 



Manual for Normal and Industrial Training. 51 

Lesson XLIII. — Classification of Material. 

Chapter 11, to "The fourth class," page 119. 

Discussion of first sixteen questions, page 127. 

For memory "Norse Lullaby," Eugene Field. 4-81. 

"Daffodils," William Wordsworth. 8-25. P. 64. 

"Recessional," Kipling. 7-71. 

Lesson XLIV. — Classification of Material. 

Complete chapter 11, with discussion of remaining review questions. 
For memoiy: "To a Mountain Daisy," Burns. 8-23. 

"My Heart's in the Highlands," Burns. 7-25. 
"The Star-Spangled Banner," Key. 7-32. 
"Waiting," Burroughs. 7-85. 

"O Captain, My Captain!" Walt Whitman. 8-80. 
"Abou Ben Adhem," Leigh Hunt. P. 112. 
The remaining three weeks should be devoted to a review of such 
parts of the work as seem to require it, to the actual reading and inter- 
pretation in class of suitable selections from the state adopted readers, 
and to practice teaching wherein each student in turn acts as teacher, the 
other pupils for the time being forming the reading class. 

OBSERVATION WORK. 

Observation work should begin with the first review subject and 
should be continued throughout the year. At least once each week, or as 
often as practicable, the superintendent or the teacher in charge of the 
normal-training class should arrange a date with the grade teacher to be 
visited, should furnish the class an outline of the points to be observed, 
and should accompany the class on the visit. The following day at least 
a part of the recitation period should be devoted to a discussion of the 
results of the visit. The teacher should in a measure direct the discus- 
sion and should make it clear to the class that there is to be no criticism, 
and particularly no adverse criticism, of the teacher outside the class- 
room. The visitation may follow the order of the grades, beginning with 
the primary, or it may take the order in which the subject is developed 
in the normal-training outline. But the visitation should give the class 
the benefit of observing work in every grade and on every phase of the 
subject under consideration. 

OUTLINE. 

The following is suggested as a working outline of the matters to be 
observed. It is not expected that all of these points will be noted at any 
one visit; but during the course of the visitation in any one subject they 
should all be given careful attention. 

1. Condition of Room. 

a. As to neatness. 

b. As to ventilation. 

c. As to lighting. 

d. As to order. 

e. As to decorations. 

f. Summarize physical condition of room. Discuss this fully. 

g. Were pupils and teacher as neat as could reasonably be ex- 

pected? 

2. Subject Matter of Lesson. 

a. What was it? 

b. Was there enough of it? Too much? 

c. Was it adapted to pupils? 



52 Supplement to Course of Study for High Schools. 

3. How the Lesson was Developed by the Teacher. 

a. Was it by quizzing 1 , or explanation, or both? 

b. If there was explanation was it merely repetition of textbook 

statements, or was it by additional facts and comparisons? 

c. Had teacher specially prepared lesson? 

d. Was it handled topically, or in. order of the paragraphs in 

textbook ? 

e. Did teacher employ skill in questioning, or were questions 

such as were obviously suggested by textbook? 

f. Were questions such as suggested the answer? 

g. Were questions addressed only to a certain few, and probably 

the brighter ones of the class? 

h. Were pupils questioned in rotation? 

i. Was attitude of those not reciting one of attention or of in- 
difference? 

j. Were pupils prompt in rising and responding to questions? 

k. Were interruptions, by holding up of hands or otherwise, per- 
mitted? 

1. How might lesson have been conducted differently with ad- 
vantage? 

4. The Personality of the Teacher. 

a. Was teacher well poised, or nervous and disturbed? 

b. Was teacher's voice well modulated? 

c. Was teacher animated and thoroughly interested in her work? 

d. If there was lack in any of the above respects, what, in your 

opinion, was the cause, and how could it be remedied? 

5. How Lesson was Recited by Pupils. 

a. Their preparation. 

b. Their presentation. 

c. Their associations and comparisons. 

d. Their generalizations and applications. 

e. Did pupils speak in proper tones? 

6. Assignment of Next Day's Lesson. 

a. How and when made? 

b. What was object in assignment? 

7. Interest of Pupils. 

a. Was it good? 

b. If so, why? 

c. If not, why not? 

8. The Pupils as Individuals. 

a. What pupils had the lesson? 

b. What pupils did not have the lessons? 

c. Was failure on account of lack of study, lack of previous 

knowledge, lack of interest, or physical defect? 

d. What was done to correct wrong habits? 

e. What was done to encourage good habits? 

NORMAL AND INDUSTRIAL TRAINING. 

REGULATIONS. • 

In accordance with the terms of the law the State Board of Education 
has formulated the following regulations governing the approval and 
operation of normal-training schools: 

1. High schools and academies to be eligible under the provisions of the 
normal-training act must: (1) Maintain a four-year course; provided, 
however, that in counties in which no high school has a four-year course 
a three-year course may be approved. (2)- In all high schools approved 
under the terms of the normal-training act there shall be at least three 
regular high-school teachers, exclusive of the superintendent; provided, 



Manual for Normal and Industrial Training. 53 

however, that in those counties in which the three-year course is approved 
there shall be at least two regular high-school teachers, exclusive of the 
superintendent; provided further, that in counties in which no organized 
high school can meet the condition as to the nurriber of teachers, these 
requirements may be modified at the discretion of the State Board of 
Education. (3) A teacher shall not teach more than seven classes a day. 
(4) Before determining the eligibility of any high school there shall be 
sent to the state superintendent by the superintendent or board of educa- 
tion a certified list of pupils agreeing to undertake the normal-training 
course, and who shall have signed the following pledge: "We, the under- 
signed, hereby declare that our object in asking admission to the normal- 
training class in high school is to prepare ourselves for teaching, 

and it is our purpose to engage in teaching in the public schools of Kansas 
at the completion of such preparation. We pledge ourselves to remain in 
the class the required time unless prevented by illness, or unless excused 
by the state superintendent of public instruction." All pupils who sign 
the pledge to take the normal-training course must be members either of 
the junior or senior class (these may be either juniors or seniors at 
time of signing, or those who will be juniors or seniors the coming year) , 
or graduates of an accredited high school. Said list shall be sent to the 
state superintendent by May 1, each year. (5.) A reference library will 
be required, consisting of at least thirty volumes, and covering the sug- 
gestive list given on a later page, from which not less than two books 
shall be selected on each of the following subjects: principles of educa- 
tion, methods of instruction, school management, industrial education, 
elementary agriculture, history of education. 

The requirements for entrance of pupils to the normal-training course 
shall be the same as the recognized standard of entrance to any other 
course in accredited high schools. 

Regular members of any high school, or the graduates of any high 
school, or any teacher holding a certificate whose previous work entitles 
him to enter the junior or senior year of an accredited high school, shall 
be eligible to take the normal-training course. 

Students graduating in the normal courses, if nonresidents of the dis- 
trict, shall not be charged tuition for the last year of the course. 

2. The normal-training course, as herein outlined, represents the work 
that is expected will be done by all high schools operating under the 
provisions of this act. It is required that the following distinctly normal- 
training work shall be done in the third year, namely: 

Civics, one-half unit. 

Physiology, one-half unit. 

Psychology, one-half unit. 
The distinctively normal-training work for the fourth year shall con- 
sist of: 

Methods and management, including a certain amount of observa- 
tion and training work, one-half unit. 

Review of arithmetic, one-half unit. 

Review of other common branches, one unit. 
The additional work specifically required of normal-training students is: 

American history, one unit. 

Physics, one unit. 

Agriculture, at least one-half unit, beginning with class of 1917. 
In addition to the arithmetic the reviews provided for in the senior 
year of the normal-training course shall consist of at least twelve weeks 
each of review work in geography, grammar and reading; and it is ex- 
pected that in all these reviews large emphasis shall be given to methods 
as well as to matter. 

The subjects for final examination in the junior year shall be civics, 
physiology, and psychology ; that those for final examination in the senior 
year shall be American history, methods, management, arithmetic, geog- 



54 Supplement to Course of Study for High Schools. 

raphy, grammar, and reading, and the candidates for the normal- train- 
ing certificates must take the examinations in all the above-named 
subjects. 

3. The requirements as to the educational training of instructors in 
the normal-training courses in high schools accredited by the State Board 
shall be: First, said instructors shall be graduates from the four-year 
course of the Kansas State Normal School, or of an accredited state nor- 
mal school; or, second, they shall be graduates of the University of Kan- 
sas, or of an accredited college or university, and they shall have had at 
least two years of successful teaching experience; or, third, they shall be 
educators of recognized and advanced scholastic and professional training 
and of wide experience in public-school work; and fourth, the selection 
of such instructors having in particular charge the normal-training 
courses shall be approved by the state superintendent of public instruc- 
tion; and these qualifications shall apply to instructors in psychology, 
methods and management, the review subjects, and the supervisor of 
observation work. 

4. That all academies and high schools establishing normal-training 
courses in compliance with the rules and regulations of the State Board 
of Education, and not receiving state aid, may be designated and ac- 
credited by the State Board without reference to the number of pupils 
taking such course; provided, that all the other requirements shall be 
carried out, and the graduates of such schools shall be entitled to the priv- 
ilege of certification upon examination by the State Board. 

5. County high schools shall be eligible to all the provisions of the 
normal-training act; provided, that they agree to conform to conditions 
required by law, including the requirement relative to examination and 
certification as set forth in the normal-training act of 1909. 

6. All two-teacher high schools shall add one additional teacher in 
order to be eligible to the terms of the normal-training act. 

NORMAL-TRAINING COURSE. 

The following course meets the requirements of the State Board of 
Education for high schools which are approved for normal training. 

Electives should be chosen in accordance with the arrangement given 
in the general list of high-school subjects. 

Fifteen units are required for graduation, but credits must be made 
in all the prescribed subjects. 

If two units in a foreign language are included in the electives, this 
course will be satisfactory for admission to most colleges. 

First Year, 
first term. second term. 

English. English. 

Algebra. Algebra. 

Two electives. Two electives. 

Second Year, 
first term. second term. 

English. English. 

Geometry. Geometry. 

Two electives. Two electives. 



Manual for Normal and Industrial Training. 55 

Third Year, 
first term. second term. 

English. English. 

Physiology. Psychology. 

Agriculture* Civics. 

One elective. One elective. 

Fourth Year, 
first term. second term. 

American History. American History. 

Physics. Physics. 

Methods and Management. Arithmetic. 

Reviews. Reviews. 

Twelve weeks each in Geography, Grammar, and Reading. 

INDUSTRIAL-TRAINING COURSE. 
If agriculture and domestic science are offered as two of the subject? 
the above normal-training course will also satisfy the requirements of 
the State Board with reference to state appropriation for these subjects. 

INDUSTRIAL TRAINING. 
Pursuant to the provisions of the industrial-training act of 1911, the 
State Board of Education has prescribed the following regulations in re- 
gard to the work in agriculture and domestic science. 

Agriculture. — The amount of work in agriculture required shall be one 
year; agriculture being defined as follows: a study of soils and farm, 
garden and orchard crops; or a study of soils, farm, garden and orchard 
crops and animal husbandry. Laboratory work shall require double 
periods. 

Domestic Science. — Domestic science is interpreted to mean what is 
now generally termed home economics, or houshold arts, and hence to in- 
clude both cooking and sewing. The amount of domestic science required 
shall be one year, and may consist of a year of cooking, or a year of 
cooking and sewing combined. It is recommended, in the event cooking 
and sewing are combined, that three days out of the week shall be devoted 
to cooking, and two days to sewing, laboratory work requiring double 
periods. 

The ten pledgors to the historical work required by law may be di- 
vided in any proportion between agriculture and domestic science, but 
classes in both subjects must be maintained to entitle a school to the 
state aid. 

The Board recommends that domestic science and agriculture be 
offered in the second year, and suggests that if necessary they may 
be substituted for botany; it being the thought that agriculture will be 
taken by the boys and domestic science by the girls. 

It was further agreed by resolution that teachers in either of these 
courses must satisfy the State Board of Education of their fitness to 
teach these subjects, and that the approval of the state superintendent of 
public instruction will be required in every case. General science teach- 
ers may be approved to teach the agriculture if their preparation seems 
sufficient; but a year's special training for the work in some recognized 
industrial school is the minimum requirement for teachers of domestic 
science. 

* A credit of at least one-half unit in agriculture will be required of all normal training 
graduates, beginning with class of 1917. 



56 Supplement to Course of Study for High Schools. 

TEXTBOOKS. 

The following are the textbooks prescribed by the State Board of 
Education as the basis of the work in the Normal Training and Agricul- 
tural classes: 

ARITHMETIC. 

The state text. 

GEOGRAPHY. 

The state text; but pupils will also be expected to read and discuss 
Sutherland's The Teaching of Geography, published by Scott, Foresman 
& Co., Chicago. 

GRAMMAR. 

State text. 

READING. 

Essentials of Teaching Reading, by Sherman and Reed, published by 
the University Publishing Company, Lincoln, Neb. 

AMERICAN HISTORY. 

James and Sanford's American History, published by Charles Scrib- 
ner's Sons, Chicago, 111. 

PSYCHOLOGY. 

Betts's The Mind and Its Education, published by D. Appleton & Co., 
Chicago, 111. 

METHODS. 

Charters' Teaching the Common Branches, published by Houghton, 
Mifflin & Co., Chicago. 

MANAGEMENT. 

Seeley's A New School Management, published by Hinds, Noble & 
Eldridge, New York, N. Y. 

CIVICS. 

Guitteau's Government and Politics in the United States, published 
by Houghton, Mifflin & Co. 

HYGIENIC PHYSIOLOGY. 

Conn and Budington's Advanced Physiology and Hygiene, published by 
Silver, Burdett & Co., Chicago. 

AGRICULTURE. 

Waters' The Essentials of Agriculture, published by Ginn & Co., 
Chicago; Call & Shaffer's Laboratory Manual in Agriculture, published 
by the Macmillan Company, Chicago, 111.; Eliff's A Unit in Agriculture, 
published by Row, Peterson & Co., Chicago, 111.; Hopt and Stafford's 
Laboratory Manual in Elementary Agriculture, published by W. W. 
Welch Mfg. Co., Chicago. 

DOMESTIC SCIENCE. 

In Domestic Science a text may be selected from the list of books ap- 
proved for use in this course by the School Book Commission. 



Manual for Normal and Industrial Training. 57 



REFERENCE BOOKS. 

For lists of the necessary library reference books in agriculture, 
American history, civics, domestic science, physiology and reading see 
the outlines of work in these subjects. In a number of schools the visits 
of the inspector and the results of the normal-training examination have 
both shown the American history library to be especially weak. 

In addition to the above, the following list of books has been selected 
for the pedagogical reference library which each approved school agrees 
to purchase. The first thirty volumes are regarded as the ones which it 
is essential that every normal-training high school shall procure. Those 
following are suggested as highly desirable supplementary references, 
and it is hoped that many school boards will see their way to purchase a 
number of these in addition to the required list. 

1. The Educative Process, Bagley; The Macmillan Company. 

2. The theory of Teaching, Salisbury; Row, Paterson & Co. 

3. Talks on Pedagogics, Parker; A. S. Barnes & Co. 

4. The Art of Teaching, White; American Book Company. 

5. The Elements of Pedagogy, White; American Book Company. 

6. School Management, White; American Book Company. 

7. School Management, Dutton; Charles Scribner's Sons. 

8. Method of Education, Roark; American Book Company. 

9. Waymarks for Teachers, Sara Louise Arnold ; Silver, Burdett & Co. 

10. The Teaching of Geography, Sutherland; Scott, Foresman & Co. 

11. Great American Educators, Winship; American Book Company. 

12. History of Common School Education, Anderson; Henry Holt & Co. 

13. Teaching a District School, Dinsmore; American Book Co. 

14. Common Sense Didactics, Sabin; Rand, McNally & Co. 

15. The Making of a Teacher, Brumbaugh; Sunday School Times. 

16. Education by Plays and Games, Johnson; Ginn & Co. 

17. Reading: How to Teach It, Arnold; Silver, Burdett & Co. 

18. How to Teach Reading, Clark; Scott, Foresman & Co. 

19. How to Tell Stories to Children, Bryant; Houghton, Mifflin & Co. 

20. Talks to Teachers on Psychology, James; Henry Holt & Co. 

21. Psychology, Briefer Course, James; Henry Holt & Co. 

22. Thinking and Learning to Think, Schaeffer; J. B. Lippincott & Co. 

23. Psychologic Method in Teaching, McKeever; A. Flanagan & Co. 

24. Among Country Schools, Kern; Ginn & Co. 

25. Elements of Agriculture, Warren; The Macmillan Company. 

26. Principles of Agriculture, Bailey; The Macmillan Company. 

27. Elements of General Method, McMurry; The Macmillan Company. 

28. The Method of Recitation, McMurry; The Macmillan Company. 

29. Educational Wood Working for School and Home, Park; The Mac- 

millan Company. 

30. Sewing Course, Mary Woolman; Frederick A. Fernald, Buffalo. 

31. Special Method in History, McMurry; The Macmillan Company. 

32. Special Method in Elementary Science, McMurry; The Macmillan 

Company. 

33. Nature Study Lessons, McMurry; The Macmillan Company. 

34. Special Method in Geography, McMurry; The Macmillan Company. 

35. Special Method in Reading for the Grades, McMurry; The Macmil- 
lan Company. 

36. Special Method in Language, McMurry; The Macmillan Company. 

37. Special Method in Arithmetic, McMurry; The Macmillan Company. 



58 Supplement to Course of Study for High Schools. 

38. One Hundred Lessons in Elementary Agriculture, Nolan; Acme Pub- 

lishing Company, Morgantown, W. Va. 

39. Agriculture for Beginners, Burkett, Stevens and Hill; Ginn & Co. 

40. The Teaching of English, Chubb; The Macmillan Company. 

41. The Theory and Practice of Teaching, Page; American Book Com- 

pany. 

42. History of Education, Seeley; American Book Company. 

43. The Teacher at Work, Bender; A. Flanagan & Co. 

44. Mistakes in Teaching, Hughes; A. S. Barnes & Co. 

45. Elementary Experiments in Psychology, Seashore; Henry Holt & Co. 

46. Ethics for Young People, Everett; Ginn & Co. 

47. Cardboard Construction, Trybom; The Milton Bradley Co., Spring- 

field, Mass. 

48. The Best Method of Teaching in Country Schools, Lind; Hinds, 

Noble & Eldredge. 

49. Classroom Management, Bagley; The Macmillan Company. 

50. Jean Mitchell's School, Wray; Public School Publishing Co., Bloom- 

ington, 111. 

51. Education in the United States, Boone; D. Appleton & Co. 

52. Pedagogy, Barrett; D. C. Heath & Co. 

53. Management and Methods, Sanders; A. S. Barnes & Co. 

54. Educational Reforms, Quick; D. Appleton & Co. 

55. Standards in Education, Chamberlain; American Book Company. 

56. Phelps and His Teachers, Stephens; Hammond & Stephens, Fre- 

mont, Neb. 

57. Agriculture for Common Schools, Fisher and Cotton; Charles Scrib- 

ner's Sons. 

58. Nature Study and Life, Hodge; Ginn & Co. 

59. Philosophy of Education, Home; The Macmillan Company. 

60. Educational Aims and Educational" Values, Hanus; The Macmillan 

Company. 



PRACTICE TEACHING. 
' No practice teaching is required or expected. When teachers are 
temporarily absent, however, the members of the normal-training class 
should be utilized as substitutes. But in all such cases the members of 
the class to so act should be given preliminary notice, if possible, and the 
work they are to do should be outlined and canvassed with them by the 
teacher or superintendent. 

EXAMINATION. 

All applicants for normal-training certificates must furnish for the 
office of the state superintendent of public instruction a certificate signed 
by the principal of the high school or academy, showing that they are 
graduates, or will be graduates by June 1, of a full four-year course, in- 
cluding the required work in normal training, and that such school has 
been duly recognized for normal-training work by the State Board of 
Education. This certificate shall include a transcript of all grades made 
during the four years. 

Only those pupils will be eligible to the examination whose pledges 
are on file in the office of the state superintendent of public instruction. 

Applicants must be examined in the branches heretofore named; viz., 
Juniors: civics, hygienic physiology, and psychology; seniors: American 



Manual for Normal and Industrial Training. 59 

history, methods, management, arithmetic, geography, grammar, and 
reading. 

It is expected that this examination will not go beyond the material 
outlined in this Manual and the high school course of study; and it will 
deal with methods of teaching as well as subject matter. 

Juniors may carry grades of 60 per cent or better to the senior year; 
and applicants failing to secure certificates may carry both junior and 
senior grades of 85 per cent or better for one year from the time of 
graduation ; and at the next examination they may write upon the sub- 
jects in which they have fallen below that grade. 



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